溝通式英語課程規劃

Planning for Communicative English Curriculum

溝通式教學法主要在培養學習者聽、說、讀、寫四種語言能力外，更期待他們能活用語言，「在適當的場合，說適切的話」（張武昌，1997；施玉惠與朱惠美，1999；黃燦遂，1999），這種宗旨亦是本校未來英語教學改革上重點之一。本校正積極規劃校園雙語環境，除了規劃溝通式英語課程，培養大學生英語溝通能力外，亦期待藉由語言學習中心之設立和語言學習活動之舉辦，培養大學生英語學習興趣與學習習慣，讓語言學習無論在教室內的溝通能力培養或課後的語言活動中，對每位師生皆是有意義、符合學習需求、且是愉快的學習經驗。更重要的是，本校最終目標是希望學生在愉快學習經驗中培養聽、說、讀、寫四種語言能力後，未來無論在生活、旅遊、留學、研究、經商或文化交流上，皆能夠「在適當的場合，說適切的話」，有能力成為一個真正的國際人。

Communicative Approach aims to cultivate learners' language competence in listening, speaking, reading and writing, with the hope that they are able to use language in a lively way and in ways that are appropriate for the situation (張武昌，1997；施玉惠&朱惠，1999；黃燦遂，1999). This is also one of the main points of English teaching reforms in our school. We are actively creating a bilingual environment on campus, not only through the planning of communicative English curriculum to cultivate college students' English communicative competence, but also through the establishment of language learning center and the design of language activities to promote improvements in students' learning interests and learning habits. We expect that, both in class and outside the classroom, we can provide teachers and students with meaningful and pleasant learning experiences which meet their needs of learning. Most important of all, our final objective is that, with the promotion of communicative competence in listening, speaking, reading and writing, in the future, our students are really able to use language in a lively way and in ways that are appropriate for the situation, either in their daily lives or when they study abroad, travel, do business, do research, or make intercultural communication with foreigners. And each of them can be qualified as an authentic ''international person''.