非正式課程對學生提升英文能力之調查研究--以中部某科技大學學生為例

A Study of improving students’ English proficiency through Non-formal English curriculum--An Example of a University of Technology in Taiwan

李敏智(Min-Chih Lee) ； 施浚龍(Jiunn-Long Shih) ； 方君文(Jiu-Wu Fa)

《東海大學圖書館館訊》 146期 (2013/11) Pp. 81-104

摘要

隨著英語文全球化的發展英語更發展為國際語言(EIL)，英語文能力已成為國際職場必要的工具，加之國際間的經貿與文化交流日益頻繁，「全球化」已是臺灣必走的路。面對國際化生活趨勢與職場需求，卓越之外語能力為個人吸收新知識與順應時勢之生存必備能力之一。技職院校為培育符應未來社會、職場與個人需求之專業人才，無不將外語表達與溝通能力列為課程改革與精進之目標。然而多年來，業界對於技職院校學生常有的刻板印象是：技能有餘而人文素養不足，其英文能力更是明顯落後於一般大學生，學生學習英語文動機及興趣也較薄弱，似乎無法跟上國內產業界追求全球化及國際化的腳步。因此，為因應此一強大世界潮流的衝擊及強烈的社會需求，深覺強化學生之英語能力以至刻不容緩的地步。非正式課程方面包含：英文檢定班、英文補救班、英文菁英班及外語諮詢學習園地諮詢服務，於開學時，讓學生根據其需求報名，參與各課程，為期十週，透過能力分級測驗，針對過去語言學習成就較低者，提供補救課程。本校學生依98 學年度大一、大二學生模擬全民英檢之聽力及閱讀平均成績為40.96 分，通過全球英檢A1證照的百分比為30.08 %；通過全球英檢A2 證照的百分比為19.89%，經過一學年非正式英語文課程的努力，依101 學年度大一、大二學生模擬全民英檢之聽力及閱讀平均成績45.78 分，100 學年度通過全球英檢A1 證照的百分比為24 %；通過全球英檢A2 證照的百分比為37 %；通過全球英檢B1 證照的百分比為14 %，顯示持續開設非正式英語文課程有其必要性與可行性。

關鍵字

非正式課程 ； 教學目標 ； 課程設計 ； 教材 ； 英文能力

並列摘要

Nowadays, because of the globalization of English, English language has become English as international language which is a requirement for college students' future career development. Non-English spoken countries view English as a second language instead of a foreign language. In order to enhance Taiwan's and our students' competition in the world, we have adopted practical foreign language teaching strategies based on the education model of goal-directed and ability index. The strategies incorporate teaching goals, curriculum design, teaching material design with emphasis on the application of English in daily life. Non-formal curriculum includes: English remedial courses and consulting services for learning foreign languages. We set up remedial courses that these students are low on learning English achievement, through the placement test. These courses keep ten weeks. The total of participating students is 769. T he average score is 40.96. Then after the courses, the participating students' average score is 45.78. It means those participating students' progress average score is 4.82. Students had passed the English proficiency test growing 16%. So, we can understand that non-formal curriculums are good for students to improve their English proficiency.

並列關鍵字

Non-formal curriculum ； teaching objectives ； curriculum design ； teaching materials ； English proficiency