探討臺灣高等教育英語能力分班之教學：以非英語系能力分班為例   全文下載

Conceptualisation of English Ability Grouping for Non-English Majors in Taiwanese Higher Education

本研究旨在探討英語能力分班之教學，試圖將臺灣高等教育中對非英語系學生實施英語能力分班教學的情況概念化。採用多元的研究方法：量化問卷調查、與八位英語教師深入訪談、教室觀察、相關文獻探究法。主要的研究發現：一、英語能力分班對學生學習具有益處，即能幫助學生英語之學習、提升學生學習動機、增加學生課堂中的注意力、降低學生情意過濾程度，特別是針對低成就學生。二、能幫助教師營造出互動式教學氛圍。三、能力分班所遭遇的挑戰：英語能力分班對提升學生英語能力之影響不顯著、學生在能力分班測驗上故意表現差。四、學生自我形象低落、被貼上標籤或汙名化、教育資源分配不均之情形皆不存在於臺灣高等教育中，但因各別教師採用自製的非標準化評量與打分數機制，公平性議題備受爭議。文後針對能力分班相關議題，即課程決策與測驗提出建議。

This study probed ability grouping for teaching English as a foreign language, with the aim of developing a conceptual map of English ability grouping for non-English majors in the context of Taiwanese higher education. Multiple research methods were adopted: A quantitative questionnaire survey, in-depth interviews with eight teachers, class observations, and cross-references to relevant literature. The study has four main findings: (1) Ability grouping produces learning advantages; specifically, it facilitates students’ English learning, elevates learning motivation, increases attention in class, and lowers affective filters, especially for low achievers. (2) Of equal credibility is facilitating teachers’ enactment of an interactive teaching–learning classroom atmosphere. (3) Ability grouping entails challenges; specifically, students’ improvement in their English competency as a result of ability grouping may not be evident, and students may intentionally perform poorly on placement tests. (4) Students’ self-concepts, labelling, stigmatisation, and disproportionate distribution of educational resources are not concerns in the context of Taiwanese higher education, whereas equity is an issue in relation to the use of nonstandardised assessment tools designed by individual teachers and the scoring systems adopted by individual teachers. Suggestions applicable to placement practices in terms of curriculum decisions and test design are offered.