論文內容摘要:
本研究主旨在探討台灣英語教師及國小學童對英語課教學語言之中英文使用的反應。四位高雄市國小英語教師接受研究者的訪談，藉以了解其對教學語言的看法及其實際運用情形；另外，高雄市立陽明國小兩班四年級的學生被邀請填寫問卷，目的在了解其對英語老師教學語言使用情形的看法及感受。同時，本研究分析這些學生在英語學習測驗的表現以探究是否教學語言之中英文使用對學生英語學習成效有所影響。
本研究的結果如下：
1. 學生對老師目標語及本國語使用的看法
(1) 大部分英語高熟練學生偏好老師多一些目標語（英文）使用，但大部分英語低熟練學生喜歡老師用一半目標語一半本國語（中文）上課。
(2) 老師全部使用目標語的上課方式並未造成學生的焦慮，而同時使用目標語和本國語的上課方式讓學生更依賴老師的本國語翻譯。
(3) 大部分英語高熟練學生表示目標語的使用幫助他們上課更專心，但英語低熟練學生並未感受顯著幫助。
(4) 大部分學生表示老師的全目標語使用改善其目標語聽力理解。
(5) 大部分學生表示當老師在稱讚學生時最不需要本國語的使用，而在介紹新單字、表達句子涵義、介紹本國及外國節慶、實施測驗和說明遊戲規則時，需要多一些本國語的講解。
2. 受訪老師表示在有限的教學時數內，很難實施全目標語教學，而 且當學生不了解目標語時，他們通常便直接給予本國語翻譯或解釋。
3. 成就測驗顯示全目標語的教學語言使用對英語低熟練學生的學習有正面影響。
4. 本國語的使用有助於老師解釋抽象字義及文法規則、課堂活動的實施、施測及維持上課秩序。
綜上所述，本研究顯示全目標語為一適當的教學語言，因為全目標語能有效提高學習成就；但當教學時間受限時，本國語確能節省教學時間，因此老師不必完全拒絕本國語在課堂上的使用。

Abstract
With a view to understanding teachers’ and students’ responses to the uses of target language (TL) and native language (NL) for instruction in English classes in elementary schools, this study mainly investigated the following questions: (1) the elementary school EFL students’ responses to the teacher’s TL and NL uses, (2) the elementary school EFL teachers’ beliefs and realization about instructional language use, (3) the effect of the teacher’s instructional use on high-English-proficiency (HEP) and low-English-proficiency (LEP) students’ TL learning outcome, and (4) the functions of the NL use in the EFL classroom.
The subjects in the study were four elementary school English teachers and sixty-eight students from two forth-grade classes in Kaohsiung city in Taiwan. The four teachers were interviewed to express their beliefs and realization about instructional language use, and the students were asked to fill out two questionnaires so as to elicit their perceptions of the teacher’s TL and NL uses in the classroom. Besides, the students’ performance on TL achievement tests was analyzed to explore whether the teacher’s instructional language use affected the students’ TL learning outcome. The major findings in the study are presented below.
1. Concerning the students’ responses to the teacher’s TL and NL uses, the main findings were illustrated as below:
(1) Most of the HEP students preferred more TL use for the teacher’s language use, and most of the LEP students preferred half TL use and half NL use.
(2) The teacher’s TL-only use did not give rise to more of the students’ anxiety, and the teacher’s bilingual (both the TL and the NL) use made the students more dependent on the teacher’s NL translation to solve comprehension problems.
(3) Most of the HEP students perceived that the teacher’s TL use helped them more concentrate on their TL learning in the classroom, but the LEP students did not perceive significant help.
(4) Most of the students in TL-only class perceived that the teacher’s TL use had improved their listening ability.
(5) Most of the students expressed the least need for NL use in “praising students” and had more need for NL use in “introducing new words”, “conveying the meanings of sentences”, “introducing domestic or American festivals”, “administering tests” and “explaining the rules of games”.
2. The teachers interviewed in the study expressed that it was hard for them to implement the TL-only teaching to elementary EFL students due to limited teaching time, and they would give NL translation when students could not understand the TL use.
3. The results of achievement tests showed that the teacher’s TL-only use had a positive effect on LEP students’ learning outcome.
4. The NL was employed to explain abstract words and grammatical rules, organize tasks, administer tests and maintain discipline.
In conclusion, it is suggested that the TL-only be a recommendable instructional language use for EFL teachers because it can help the students perform well in TL achievement tests. However, in the classroom with limited teaching time, the NL use is helpful for EFL teachers to save teaching time, and it is not necessary to exclude the NL from the classroom.

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