English for General Purposes (EGP) at a Taiwanese University: A Mix-Methodological Analysis of Students' Perspectives

臺灣大學之通識英語：學生看法之質量混合分析

黃淑秀(Shu-Hsiu Huang) ； 楊立勤(Li-Chin Yang)

《清華教育學報》 37卷1期 (2020/06) Pp. 41-83

https://doi.org/10.6869/THJER.202006_37(1).0002

摘要

English has been one of the most important second/foreign language (L2) for college freshmen in Taiwan. Its status was magnified under the Teaching Excellence Project (TEP) scheme in 2005. Being affiliated with other courses of general education, English has now been termed ＂English for General Purposes＂ (EGP)＂ and has become the only compulsory foreign-language subject on the campuses of many universities. Previous studies have suggested that teachers and students displayed blending attitudes towards EGP and belief in it. While some supported the EGP-relevant policies, others disagreed on the focus of the courses. Despite the continuous discussions, students' opinions on EGP and suggestions for better implementation have remained scarce, with qualitative analyses in particular. Using a mix-methodological approach, combining quantitative surveys and qualitative interviews in this study, we found the impact of gender, grade level, and English proficiency on learners' perspectives regarding EGP. We also observed both the consistency and discrepancy regarding EGP between the computed statistics and elaborated narrations from the students who participated. Students' suggestions indicated that for better EGP curriculum design, courses for advanced English learning and communication-proficiency development should be offered, while the right to textbook selection and opportunities for language exchanges should be realized.

關鍵字

English for General Purposes (EGP) ； Freshman English (FE) ； second/foreign language (L2)

並列摘要

一直以來，英語一直是臺灣大一新生最重要的第二外語之一。它的地位亦因為2005年的教學卓越計畫，而更加地提高。也因為此計畫，在很多大學，英語與其它通識教育相關的課程合併，統稱為「通識英語」。它也成為唯一的必修外國語言。教師及同學們對通識英語課程的看法及態度是混合的。有些人支持與通識英語有關的政策，有些人卻不同意通識英語課程的著重點。然而，雖然有關通識英語課程的相關議題持續的被討論，有關學生對通識英語的意見及更好的實施建議仍然很少，尤其是加入質化的分析。採用質量混合研究方法，結合了量化的問卷調查及質性訪談，於研究中我們發現了性別、年級及英文程度對學生們的看法所產生的不同影響。我們也觀察到量化統計數據及被訪談者質化闡述之間存在著某些一致及差異。儘管如此，學生們的建議指出，為了提升通識英語課程，學校應提供更多的高階英語和發展溝通能力的相關課程。同時應落實教師及學生們教科書的選擇權及給予語言交換的機會。

並列關鍵字

通識英語 ； 大一英文 ； 第二外語

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