| 英文摘要 |
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. |
