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    Title: 大學教師進行全英語授課之歷程研究
    Other Titles: A case study of university professor's English-only instruction in higher education
    Authors: 張育瑄;Chang, Yu-Hsuan
    Contributors: 淡江大學課程與教學研究所碩士班
    陳劍涵;Chen, Chieh-Han
    Keywords: 全英語授課(English-only Instruction);全英語教學法;個案研究;高等教育;English-only Instruction;English Teaching Method;Case Study;Higher education
    Date: 2015
    Issue Date: 2016-01-22 14:46:20 (UTC+8)
    Abstract: 在全球化的趨勢下,國際間之政治、文化、經濟面向皆已產生高度的互賴關係,目前台灣高等教育紛紛開設全英語授課課程,其目的是吸引優秀的外籍學生來台就學之外,更也希望藉由全英語教授專業課程中、本籍學生能夠在非英語語言課程中提升專業英語文能力。本研究主要探討一位大學教師,進行土木系專業課程「專案規劃與控制」授課下,其使用全英語直接語言及技巧輔助學科學習成效,並分析該教師在全英語授課的課程規劃、教學步驟以及師生在全英語授課下面臨的困境。
    本研究採質性之個案研究。首先以訪談的方式了解研究對象的教學背景,在課堂前如何準備與設計全英語教學課程,再經由課堂觀察及蒐集課程規劃等文件,歸納出研究對象對課程的安排與實施方式,並在期末後以半結構式個別訪談六位修課學生對於課堂的參與和回饋意見,以學生的觀點了解對全英語授課的課程實施。研究結果發現:
    (一) 教師過往的求學及職場經驗,直接或間接地影響了往後的學信念。
    (二) 教師以多元的教學方式與課堂活動來提升學生學習動機。
    (三) 教師面對學習意願低落的學生,調整課堂內容,以提升學生的學習興趣。
    (四) 全英語授課中學生英語程度進步有限。
    (五) 全英語授課之課程需要整體性的規劃。

    教師的教學信念深深地影響自我的教學模式與風格,全英語授課應採用多元的教學方式,注重學生課堂的反應與參與,擴大學生自主獲取知識的能力。配合多媒體教學工具輔助專業內容說明,讓英語程度較低的學生也能以不同的教學方式中吸收。
    With the rapid development of globalization, internationalizing higher education in Taiwan has been a significant mission for each university and higher education institution. Recently, universities and colleges around Taiwan have strived to promote EOI (English-only Instruction) courses. Internationalization of the curriculum can be categorized into several sections, including the EOI courses, which can attract more international students to study in Taiwan, help Taiwanese students enrich their international views and improve students’ English proficiency. This research study aims to provide an in-depth understanding of how a university teacher perceives the course design, implementation, and difficulties that teacher and students encountered in this EOI course. This course is called “Project planning and Control” which is under the department of Civil Engineering.
    This research study applied a qualitative case study method. Data collection methods included face-to-face interviews, classroom observations, document collection, and students’ interview. First of all, interviewing the teacher about her teaching experience background and how to design the EOI course. Secondly, using classroom observation and document collection to conclude how she implemented the EOI course. Lastly, interviewing 6 students to investigate their opinions and perspectives toward this EOI course. The findings were as follow:
    (1) The interaction among a teacher’s upbringing, school life, and working experience would affect his/her teacher’s beliefs directly or indirectly.
    (2) In EOI courses, teacher should use more diverse teaching methods and hold class activities to bring up students’ learning motivation.
    (3) Professional adjustment of curriculum design would raise up students’ low motivation to learn.
    (4) Students’ English proficiency in this study is improved limitedly.
    (5) University and higher education institution should have an overall plan and increase resource for teachers and students.
    Appears in Collections:[課程與教學研究所] 學位論文

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