英語畢業門檻相關規定之研究：南部技職校院英語教師觀點

本研究透過問卷調查與統計計量方式，以科技大學和技術學院英語教師的觀點，瞭解技職校院英檢畢業門檻規定之情形，調查教師對英檢門檻設立之態度與看法，並橫向地分析教師的基本資料變數對此議題的態度與看法之影響。隨機調查54位來自十所南部科技大學或技術學院的英語教師，結果發現：(1)學校有無設立英語畢業門檻不因公私立而有所差異，但對開辦英語檢定相關課程或配套措施而言，私立學校比公立學校明顯積極；(2)百分之七十七點八的英語教師支持學校設立英語畢業門檻措施；(3)教師對設立英檢門檻原因之看法相當一致，即普遍肯定英語檢定門檻設立在提升學習動機、增進學生與國家競爭力上之重要性，但同時擔心設立英檢門檻對英語教與學之負面衝擊與影響；(4)教學資歷較淺的教師比資歷較深者更贊成設立門檻；(5)碩士級講師較博士級教師憂心門檻規定對學生學習模式產生負面衝擊。

關鍵字

技職校院；英語畢業門檻；英語教師；英語檢定

並列摘要

This study investigates graduation threshold of English competency from the perspective of EFL teachers in the technological institutes or universities. Their opinions on and attitudes toward the implementation of the graduation regulation are examined. A questionnaire is used as a tool to collect data for statistical analyses. The subjects involved in the survey are 54 EFL teachers from ten technological institutes or universities. Teachers' variables based on their demographical information are also analyzed to see if the variables influence their opinions and attitudes. This research indicates the following findings: (1) there are no significant differences between public and private institutions in relation to whether the graduation threshold is implemented or not; nevertheless the private schools are more significantly engaged in the regulation than the public ones. (2) 77.8% of the EFL teachers support the implementation of the threshold regulation. (3) Teachers' positive attitudes toward the threshold regulation are quite uniform on the ground that it can motivate students' learning and improve students' competitive edges. However, they are also concerned about negative impacts of the regulation on the English teaching and learning in the institutions. (4) Teachers with fewer years of teaching experiences express a significantly higher level of agreements on the regulation than do those with more years of teaching experiences. (5) Instructors holding a master's degree express more concerns for possible negative impacts of the regulation on students' learning behaviors. Recommendations are made for successfully implementing a threshold regulation.

並列關鍵字

EFL teachers ； English proficiency test ； Graduation Threshold of English Competency ； Institution of Science and Technology

參考文獻

Sims, J. M.(2006)。Proceedings of The 23rd International Conference on English Teaching and Learning in the Republic of China(ROC-TEFL)。Taipei:Kaun Tang International Publications Ltd。