學生與教師對「研究所英文課程」看法之比較——中國文化大學個案研究

Comparison of Students’ and Teachers’ Views of Graduate EFL Curriculum—A Case Study

本研究主旨在比較研究生與授課老師對「研究所英文課程」看法之異同。研究對象為中國文化大學所有選修「研英課」的研究生，包括一百五十三位碩一學生，五十位碩二學生、以及三十一位博士班學生，和位畢業所友。參與本研究之授課老師包括九位文大教師、十六位外校教師、以及九位研究所所長。研究方法採用問卷調查、深度訪談、課堂觀察，以及期末之教師座談會。研究結果顯示：無論在教學目標、教材、教學活動，及評量等各方面，師生看法均有差異；學生之看法受專業學域之影響較大，在校生與畢業所友對課程之看法也有出入。建議「研究所英文課程」宜以專業領域為分班之標準，教師在設計課程時，宜對學生的需求與學習目標有較多之瞭解，以使「研英課」能符合學生需求，提供實質的幫助。

In recent years, graduate students in many universities have been criticized for their low English proficiency level. However, there has been little research on EFL programs at the graduate level. This paper reports a case study on EFL classes for graduate students at a private universityin northern Taiwan. The main focus of the paper is a comparison between teachers’ beliefs and students’ expectations of EFL curriculum in terms of learning objectives, learning activities, assessments, and a semester-end evaluation of the course effectiveness. Research methods included a questionnaire survey and in-depth interviews. Participants were 153 first-year master-level students, 50 second-year Master-level students, 31 doctoral students, and 72 graduate alumni. Participating teachers included 9 PCCU teachers, 16 teachers from other schools, and 9 directors of the graduate programs. Results indicated that significant differences existed between teachers’ and students’ views of the course. It is suggested that through negotiating syllabus with students, teachers can make EFL classes more effective when they meet students’ needs.