經濟學課程實施雙語教學之配套規劃與學習成效評估

Planning and Evaluation of the Implementation of Content and Language Integrated Learning (CLIL) in Economics Course

有別於一般的CLIL教學，不是由專業學科教師或英語科教師單獨教授，就是兩類教師共同教授，本研究嘗試研擬出一套結合專業學科CLIL課程及強調語言學習ESP課程的教學規劃，兩類課程均嘗試將學科內容與語言的學習整合在一起。本研究一方面希望在兩類課程同時進行且教學資源相互支援的情況下，學生可以獲得事半功倍的學習成效，另一方面，則是希望透過循序漸進的方式讓學生習慣用英語來溝通專業，以提升學生未來在職場上的就業競爭力。本研究實證結果發現，經濟學課程四項整體學習成效指標彼此之間均具有顯著的正相關，這意味著課程所設計的各項學習活動能相互契合，逐步引導學生從經濟學基本概念與原理的學習，到投入於延伸議題的深入探究，並逐漸發展出較高層次的分析與統整能力；其次，迴歸分析結果則顯示，學生在經濟學課程中的英語學習成效並不會受其英語先備知識與能力顯著的影響，而學生在英語課程中的專業英語學習，以及經濟學課程中的英語學習活動，則皆有助於提升其經濟學課程的英語學習成效。

Apart from the general CLIL context where language and content are integrated in the same course taught by an individual content teacher, an individual language teacher, or collaboration of both, this research proposes a revised CLIL approach which combines two separate but interrelated courses, namely, the Economics CLIL (content-focused) course and the ESP (language-focused) course. Students are expected to be equipped with academic skills for English-speaking classrooms, and to be provided with relevant language training to ensure professional competence in the context. When four diverse indicators, including in-class interactive online tests about latest economic news and knowledge or understanding of economic concepts and theories, real-world case studies homework, professional English expression practice, as well as mid-term and final exams, are adopted to measure students’overall learning performance in Economics course, the evidence of the research shows that these four indicators are all positively correlated with each other with statistical significance, indicating that the teaching practice can help students achieve a deeper understanding of both economic theory and policy analysis, undertake in-depth exploration of relevant issues, and hence gradually develop higher order skills of analysis and synthesis. The regression results suggest that students’prior knowledge and ability in English has no significant effect on the performance of Economics exams for the written-in-English parts, but professional English learning in English course and professional English expression practice in Economics course do improve the performance of Economics exams for the written-in-English parts.