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題名 | 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 |
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作者 | 李敏智; 施浚龍; 方君文; | 書刊名 | 東海大學圖書館館訊 |
卷期 | 146 2013.11[民102.11] |
頁次 | 頁81-104 |
分類號 | 524.48051 |
關鍵詞 | 非正式課程; 教學目標; 課程設計; 教材; 英文能力; Non-formal curriculum; Teaching objectives; Curriculum design; Teaching materials; English proficiency; |
語文 | 中文(Chinese) |
中文摘要 | 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ㄧ。 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。 |
英文摘要 | 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. The average score is 40.96. Then after the courses, the participating students' average score is 45.78. It meansthose 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. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。