以全球競合力養成為目標之大學英語教育：以國立成功大學為例

Integrate Global Competence into College English Education: Using National Cheng Kung University as an Example

因應全球化趨勢，提升大學生全球競合力已經成為高等教育的主要目標。一般來說，全球競合力的具體能力指標主要包括專業能力、語言溝通能力、跨文化認知等能力。但過去十年來，臺灣高等教育將國際化等同於英語化，並將英語畢業門檻及英檢考試畫上等號。這樣的思維限制了對全球競合力的認知與重視，更窄化了大學英語教育的內涵。本文透過文獻研究探討大學英語教育趨勢，並於研究結果中提出由全球競合力取代英語能力之大學英語教育，內容以專業英語教學（English for Specific Purposes, ESP），專業科目英語授課（English as a Medium of Instruction, EMI），輔以跨文化溝通之生活實踐為大學英語教育主體的課程建置。最後，本研究以國立成功大學的大學英語教育為例說明如何以全球競合力能力指標取代臺灣現行之英語畢業門檻，做為同性質大學校院英語教育的參考。

In the age of globalization, preparing globally competent students is one of the main goals in higher education. Ability indices for global competence generally include professional skills, language and communicative abilities, and cross-cultural understanding. In Taiwan, English language education has been narrowly viewed as synonymous to internationalizing higher education, while English benchmarking required for obtaining a college degree is exclusively determined by proficiency test scores. This approach has limited the perceptions of college learners towards global competency, and narrowed the scope of college English education. Through literature review, this paper investigates the emerging trend of college English education and proposes that global competence should replace English proficiency as the goal of college English education. This would mean that universities provide courses of English for Specific Purposes (ESP), take the approach of English as a Medium of Instruction (EMI) for content courses, and promote intercultural communication through practice learning. Finally, using college English education of National Cheng Kung University as an example, it is suggested that instead of language proficiency scores only, English benchmarking should be redefined by ability indicators of global competency.