中區技專校院實施英語分級教學之研究

A Study on the Implementation of English Ability-grouping Teaching in Technological Universities in Central Taiwan

台灣幼童英語學習的年齡層繼續下探，愈來愈多的學生提早學習英語，可預見的是未來同年級層的學生的英語能力將差異更大，將不同能力背景的學生放在同一班一起學習英語，不但是為難老師也是在為難學生。未來英語教學朝分組教學將會是勢所必然的趨勢，目前已有多所學校施行英語能力分組教學，且有良好的教學成效。本研究以問卷調查法進行中區三所技專校院實施英語能力分級教學實施規劃情形以及成果，研究目的旨在一、探討中區技專校院實施英語分級教學之現況；二、比較分析各校採行之英語分級教學規劃與措施；三、探究學生對英語分級教學的觀感，以及教學成效。研究結果發現，各校實施英語分級教學的行政支援負擔不輕；各校所採行之分組方式亦不盡相同，其中又以分組成績標準採計爭議最大；各校實施英語分級教學之成效，依據所定不同教學目標評量成果良好；參與英語分級教學學生之滿意度亦達中度以上之認同。綜合聽力和閱讀兩項語言技能的檢測，以相當全民英檢初級程度來衡量，研究目標學校所有參加英語分級教學的新生，通過率僅2.3%，比分級教學前的0.6%有所進步，但還是無法達到令人滿意的成效，又相較於教育部統計資料顯示，技專校院學生全民英檢通過率的23.8%，研究目標學校的英語文教育需要以更客觀和務實的作法，藉由英語分級教學的適性教學、因材施教理念，能有突破困境的成果產出。

English teaching and learning has been challenging both the teacher and students here in Taiwan for years because of the EFL (English as a foreign language) setting. Moreover， the diversity of students’ English proficiency in a class makes it more difficult to pursue the teaching goal. Therefore， the trend of implementing the English ability-grouping teaching has been spread widely in the higher education， especially in technological and vocational schools in the hope of providing students with adaptive learning and elevating the effectiveness of English teaching. The present study was mainly to explore the current state of English ability-grouping teaching among technological schools and its effectiveness. The major findings were as the following: (1) the English ability-grouping teaching needed great administrative support from the school to accomplish its task; (2) it had generated better effectiveness of English teaching and learning; and (3) it had provided students with satisfactory and adaptive teaching method. Moreover， the target college students had made a progress on listening and reading comprehension in English achievement tests after taking the new teaching strategy. However， the percentage of the students in the target college to achieve the elementary level of the GEPT (General English Proficiency Test)， a standard-referenced test， was pretty low (2.3%)， compared with the average 23.8% among technological colleges/universities， which drew out an urge to implement a more practical and adaptive teaching method.