從一所頂尖大學英文輔導班學生觀點初探英文能力分級教學之成效與影響

為因應學生英文程度與學習需求的差異，英文能力分級教學成為近年臺灣許多大專院校普遍採取的適性教學方案。然其效益至今猶未有定論，尤鮮少探討對學生英文學習之影響，以及此影響之下，學生對分級教學的態度，針對頂尖大學英文教學情境的研究更付之闕如。本研究擬以臺灣一所頂尖大學為例，透過問卷調查與課程資料蒐集方式，從62位接受大一英文輔導課程學生的觀點，探討英文輔導課程的成效與影響，以及學生對實施分級教學的態度兩者之關係。研究結果顯示：一、學生英文能力有所提升，尤以聽力與口說最為明顯。二、英文輔導課程對學生的英文學習動機與學習策略有正面影響，但並未改變學生課程的學習態度。三、英文輔導課程對學生英文學習產生正面影響者，也傾向贊成實施英文分級教學。據此，本文提出改進英文能力分級教學課程品質與相關研究議題之建議。

關鍵字

英文能力分級教學；大一英文；英文輔導課程；適性教學

並列摘要

To cope with students' varying English abilities and diverse learning needs, the adaptive practice of grouping students according to their abilities for English instruction has recently been implemented in many colleges and universities in Taiwan. Yet the merits of the practice thus far are inconclusive. The effect of ability grouping on English learning and students' attitudes to ability grouping under such influence have been scarcely researched, particularly in the context of EFL programs at top universities. This study attempted to investigate the effectiveness and impact of an English developmental program and its relationship with students' attitudes to ability grouping from the perspectives of 62 English developmental class students at a top university in Taiwan by analyzing data from the questionnaire survey and class documents. The results show that:(1) the students' English proficiency, notably listening and speaking, had improved,(2)the English developmental program had a positive influence on the students' English learning motivation and strategy learning, but not on their learning attitudes toward the course,(3) those who benefited from the developmental program in English learning tended to approve of the ability grouping practice. Implications for further improvement of the English ability grouping programs and suggestions for future research are provided.