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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/86891

    Title: Critical discourse analysis on compulsory English education policy in Taiwan
    Other Titles: 臺灣英語教育政策批判論述分析
    Authors: 鍾環如;Chung, Huan-ju
    Contributors: 淡江大學英文學系碩士班
    Keywords: 英語教育政策;批判論述分析;政策分析;語言教育政策;語言平等;English education policy;critical discourse analysis;policy analysis;language education policy;linguistic equality
    Date: 2013
    Issue Date: 2013-04-13 10:27:48 (UTC+8)
    Abstract: 論文名稱:台灣英語教育政策批判論述分析 頁數:102
    校系(所)組別:淡江大學 英文學系 (研究所) 英語教學組
    畢業時間及提要別: 101學年度第 1學期 碩士學位論文提要
    研究生:鍾環如 指導教授:王藹藹 藹玲教授

    在台灣,英語是唯一於義務教育中教授的外國語言(立法院, 1967)。近年來,教育部致力各階段英語教育之推動且一再降低其學習起始年齡,然而,學生的英語能力並未相對地提昇,僅於聽說的部份略有進步。對於形成英語教育政策的社會意識及其政策的執行目標及成效,甚或其所影響之語言平等、語言權利及語言認同等議題,值得探究。



    關鍵字: 英語教育政策、批判論述分析、政策分析、語言教育政策、語言平等
    Title of Thesis: Critical Discourse Analysis on Compulsory English Education Policy in Taiwan Total pages:102
    Key word: English education policy, critical discourse analysis, policy analysis, language education policy, linguistic equality
    Name of Institute: English Department

    Graduate date: January 2013 Degree conferred: Master
    Double space

    Name of student: Huan-ju Chung Advisor: Ai-ling Wang
    Double space 鍾環如 王藹玲


    In Taiwan, English is the only foreign language instructed in the compulsory education (The Legislative Yuan, 1967). In recent years, MOE has aggressively promoted English teaching/learning for different stages of national education and lowered the age to start learning English. Nevertheless, the outcomes were not satisfactory and students were reported only make little progress in listening and speaking skills. The study aimed to explore social beliefs regarding English Education for a more efficient and effective implementation of governmental policy. Moreover, the social issues caused by English education in Taiwan, such as linguistic equality, linguistic right and identity issue, were also investigated in the research.
    Fairclough’s framework of critical discourse analysis was applied in the research. It is a synthesized analysis on three dimensions: texts, interaction and context. The text analyzed in the study was “Language Category (English) of the Nine-Year Integration Curriculum Guidelines”. As for social interaction and context, the materials analyzed are mainly collected from journals, studies and media reports.
    The research results show that “English” and its “cultures” were not clearly defined in the said guidelines. Some expressions have constrained English to be the language used only in English-speaking countries; others regard “English” as a lingua franca. Moreover, the teaching goals to train four language skills simultaneously do not conform to the evaluation system, where reading skills are mainly evaluated. The implementation of English education policy neither improves students’ English proficiency level adequately nor reduces the social phenomenon that students seek extra instructions in cram schools.
    Based on the findings, suggestions are proposed to the planning of English education policy: practical goals needed, assisting stakeholders to fulfill the goals, appropriate evaluations needed, arousing critical language awareness, encouraging the learning of other foreign languages, accelerating translation industries and applying technology as aids.
    Appears in Collections:[英文學系暨研究所] 學位論文

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