技職院校應外系學生英語學習困難之研究－－從工具性動機談起

A Qualitative Study on English Learning Difficulties of Applied Foreign Languages Department Students

近年來，因應外語人才的需求，技職院校紛紛設立應用外語系。該科系成立之目標，在於培養具語言和其他專業能力的綜合人才。然而，應外系學生英語檢定考試通過率不如預期，且因未達畢業門檻要求而延遲畢業者日漸增多。在無法如預期般通過考試獲得證照的壓力下，應外系學生的英語學習困難究竟為何？本文將從工具性動機角度切入，使用質性研究方法探討應外系學生英語學習的困難，並以四位T 科技大學應外系英文組五專四年級學生為例。研究發現技職院校應外系學生在以考試為導向的學習中，因缺乏適切的英語學習環境和多元的評量方式，導致其原本強烈的工具性動機減弱，並對於英語學習和參加語言檢定考試充滿著無奈而躊躇不前。

In recent years, Applied Foreign Languages Departments (AFLD) have been set up to meet the purpose of cultivating bilingual manpower. However, the outcomes, including unsatisfactory passing rates of English proficiency tests and graduation threshold, are contrary to expectation. Then what are AFLD students’ English learning difficulties under the circumstance of demanding better English learning results? This qualitative study explores, from the viewpoint of instrumental motivation, the English learning difficulties of 4 fourth-grade AFLD students in five-year division of T Technological University. The research shows that the inadequacies of authentic English learning environment and proper assessment tools bring about the decline of the subjects’ instrumental motivation. As a consequence, the subjects hesitate about English learning as well as taking English proficiency tests.