大學英文教育之政策面與執行面：個案研究

Policy as Text vs. Policy as Practice in University English Curricula: A Case Study in Taiwan

透過檢視南台灣的一所國立大學之英文課程，本研究旨在探討臺灣英文語言教育政策在政策文字和實際執行上的落差。本研究的資料收集方法包含以下兩種：第一、針對該所國立大學的英文課程內容及設計，除了檢閱網頁上的資料及文字，同時也訪談了負責英文課程設計的主任、教師及行政助理；第二、針對目前臺灣的英文語言教育政策，在檢閱完六份國家及政府文件（大學教育政策白皮書、中華民國英語文教政策目標及策略草案、教育部2005-2008教育施政主軸、挑戰2008：國家發展重點計畫、教育部人才培育白皮書、教育施政理念與政策）之後，共歸納出八項共同的語言教育政策。研究結果顯示該所國立大學已執行了六項臺灣英文語言教育政策，兩項為部分執行；也就是說，該所國立大學的英文課程內容及設計在政策文字和實際執行上的落差不大。英文語言教育政策在政策面與執行面上難免有落差，需要學校各行政及教學單位的合作及配合來達成政策面與執行面的一致性。

Through exploring how the English education policies in Taiwan were reflected in university English curricula, this study aims to investigate the gap between the policy as text and the policy as practice in a national university in southern Taiwan. The data were collected in two ways. First, text-based information from the website was critically reviewed, and interviews with the director, the instructors and the administrative assistants who were responsible for the English curricula in this university were conducted. Secondly, eight English education policies were identified from six government documents and national education projects (White Paper on University Educational Policy, Goals and Strategies of R.O.C. English Education Policy Draft, 2005-2008 Educational Policy Axis, Challenge 2008: National Development Plan, White Paper on Expertise Cultivation, and Educational Philosophy and Policies) and were used as a guideline to demonstrate how the curricula reflected the policies. The results of the study showed that in the curricula, most of the English education policies were implemented effectively while only two were implemented partially. There were still some gaps between the policy as text and the policy as practice, for some of the language policies may require more coordination at the school level.