|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
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
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.