Instructors' Perspectives on English-Medium Instruction in Taiwanese Universities

臺灣大專院校教師對全英語授課的看法

10.6384/CIQ.201301_16(1).0009

葉純純(Chun-Chun Yeh)

全英語課程 ； 教師觀點 ； 高等教育 ； 教學與學習 ； English as medium of instruction ； teacher perspectives ； higher education ； teaching and learning

課程與教學

16卷1期（2013 / 01 / 01）

209 - 231

英文

近年來，在英語非母語的國家開設全英語課程已成為一種趨勢。為了要吸引外國學生及推動校園國際化，臺灣大專院校也開設了許多全英語課程。本研究訪談了22位公私立大專院校開設全英語課程的教師，要探討以下三個議題：開設全英語課程的動機、對學生學習狀況的認知和相應的教學策略、對台灣全英語授課政策的看法。研究發現，教師開設全英語課程動機多樣，但這些動機都與英語在學術及實業界的全球地位相關。在教學策略方面，教師常使用語碼轉換來幫助學生學習與建立良好的師生關係。本研究還發現，部分受訪教師認為全英語授課能改善學生英語程度，但也有一些教師認為全英語授課會對學科知識的學習有不利影響，尤其是對英語程度及學習動機較低的學生，影響可能更大。本研究因此建議，未來在推動全英語課程時，應仔細考量學生的一般英語能力及學門相關英語學習技巧，以做為規劃全英語課程的依據。

Using English as medium of instruction (EMI) in countries where English is not the first language has been a growing trend in the recent decades. In an effort to draw international students and promote campus internationalization, Taiwanese universities have started to offer English-medium courses; yet, little systematic research has examined their implementation and even less is known about the views and experiences of instructors teaching such courses. This interview study of 22 national and private university instructors focuses on three aspects of EMI teaching: instructors' motivations for offering English-medium courses, perceptions of student learning and teaching strategies adopted in EMI teaching, and views of the current EMI policy in Taiwan. Findings suggest that teachers offered English-medium courses for a variety of reasons, yet all the motivations seem to point to the global status of English in today's academic and professional world. The interview data also show that code switching was used as a pedagogical strategy to facilitate student learning and manage student-teacher relationship. As to the impact of English-medium teaching, although some participants were optimistic about students' English improvement, others raised concern about its detrimental effect on subject knowledge learning, particularly in students of lower English proficiency and learning motivation. An implication of this result is that students' preparedness for classes in English, including their general English proficiency and skills in English for discipline specific academic purposes, has to be carefully considered when any EMI policy is formulated at either national or institutional levels.

1. Chang, Y.-Y.(2010).English-medium instruction for subject courses in tertiary education: Reactions from Taiwanese undergraduate students.Taiwan International ESP Journal,2(1),53-82.
   連結：
2. Huang, Y.-p.(2009).English-only instruction in post-secondary education in Taiwan: Voices from students.Hwa Kang Journal of English Language & Literature,15,145-157.
   連結：
3. Wu, W.-S.(2006).Students' attitudes toward EMI: Using Chung Hua University as an example.Journal of Education and Foreign Language and Literature,4,67-84.
   連結：
4. Hsieh, S.-H., & Kang, S.-C. (2007). Effectiveness of English-medium instruction and pedagogical strategies in an engineering course. Taipei, Taiwan: National Taiwan University. Retrieved from http://ctld.ntu.edu.tw/rp/95_01.pdf
5. Ministry of Education. (2007). 2007 education in Taiwan: Higher education. Retrieved from http://english.education.edu.tw/public/Attachment/7111218454971.pdf
6. Lin, S.-Y. (2010, Apr. 1). 5-year 50 billion program reaping fruits: 103 percent increase for English-medium courses. Epoch Times, Retrieved from http://www.epochtimes.com/b5/10/4/1/n2864074.htm
7. Ariffin, K.,Husin, M. S.(2011).Code-switching and code-mixing of English and Bahasa Malaysia in content-based classrooms: Frequency and attitudes.The Linguistics Journal,5(1),220-247.
8. Berg, B. L.(2009).Qualitative research methods for the social sciences.Boston:Allyn & Bacon.
9. Byun, K.,Chu, H.,Kim, M.,Park, I.,Kim, S.,Jung, J.(2011).English-medium teaching in Korean higher education: Policy debates and reality.Higher Education,62,431-449.
10. Coleman, J. A.(2006).English-medium teaching in European higher education.Language Teaching,39,1-14.
11. Cook, V.(2001).Using the first language in the classroom.Canadian Modern Language Review,57,402-423.
12. Crawford Camiciottoli, B.(2005).Adjusting a business lecture for an international audience: A case study.English for Specific Purposes,24,183-199.
13. Crystal, D.(2003).English as a global language.Cambridge:Cambridge University Press.
14. Doiz, A.,Lasagabaster, D.,Sierra, J. M.(2011).Internationalisation, multilingualism and English-medium instruction.World Englishes,30,345-359.
15. Ferguson, G.(2007).The global spread of English, scientific communication and ESP: Questions of equity, access and domain loss.Ibérica,13,7-38.
16. Flowerdew, J.(1999).Writing for scholarly publication in English: The case of Hong Kong.Journal of Second Language Writing,8,123-145.
17. Flowerdew, J.,Li, D.,Miller, L.(1998).Attitudes towards English and Cantonese among Hong Kong Chinese university lecturers.TESOL Quarterly,32,201-231.
18. Flowerdew, J.,Miller, L.(1995).On the notion of culture in L2 lectures.TESOL Quarterly,29,345-373.
19. Flowerdew, J.,Miller, L.(1996).Lecturer perceptions, problems and strategies in second language lectures.RELC Journal,27(1),23-46.
20. Flowerdew, J.,Miller, L.,Li, D. C. S.(2000).Chinese lecturers' perceptions, problems and strategies in lecturing in English to Chinese-speaking students.RELC Journal,31(1),116-138.
21. Fraga-Canadas, C. P.(2010).Beyond the classroom: Maintaining and improving teachers' language proficiency.Foreign Language Annals,43,395-421.
22. Gerber, A.,Engelbrecht, J.,Harding, A.,Rogan, J.(2005).The influence of second language teaching on undergraduate mathematics performance.Mathematics Education Research Journal,17(3),3-21.
23. Gill, S. K.(2006).Change in language policy in Malaysia: The reality of implementation in public universities.Current Issues in Language Planning,7(1),82-94.
24. Glaser, B.,Strauss, A.(1967).The discovery of grounded theory: Strategies for qualitative research.New York:Aldine.
25. Graddol, D.(2006).English next: Why global English may mean the end of "English as a foreign language".London:The British Council.
26. Hahn, C.(2008).Doing qualitative research using your computer: A practical guide.Los Angeles:Sage.
27. Johnson, R. K.(Ed.),Swain, M.(Ed.)(1997).Immersion education: International perspectives.Cambridge:Cambridge University Press.
28. Klaassen, R. G.,De Graaff, E.(2001).Facing innovation: Preparing lecturers for English-medium instruction in a non-native context.European Journal of Engineering Education,26,281-289.
29. Lai, C.-C. S.,Tsai, T. S.-T.,Wu, L. J.-L.(2009).Management of a program offering courses taught in English: The experience of graduate institute of international workforce education and development at National Taiwan Normal University.International Symposium on Theories and Practices for the Search of University Excellence & 20th Forum on Curriculum and Instruction,Miaoli, Taiwan:
30. Li, N.,Leung, D. Y. P.,Kember, D.(2001).Medium of instruction in Hong Kong universities: The mis-match between espoused theory and theory in use.Higher Education Policy,14,293-312.
31. Maringe, F.(Ed.),Foskett, N.(Ed.)(2010).Globalization and internationalization in higher education: Theoretical, strategic and management perspectives.London:Continuum.
32. Paseka, A.(2000).Towards internationalisation in teacher education: An attempt to use English as the working language in a sociology course.Teaching in Higher Education,5,359-371.
33. Swain, M.,Lapkin, S.(2000).Task-based second language learning: The uses of the first language.Language Teaching Research,4,251-274.
34. Taha, T. A.(2008).Language alternation in university classrooms.Journal of Instructional Psychology,35,336-346.
35. Vinke, A. A.,Snippe, J.,Jochems, W.(1998).English-medium content courses in non-English higher education: A study of lecturer experiences and teaching behaviours.Teaching in Higher Education,3,383-394.
36. Wilkinson, R.(2005).The impact of language on teaching content: Views from the content teacher.Conference on Bi-/Multilingual Universities: Challenges and prospects,Helsinki, Finland:
37. Yeh, C.(2010).A survey study on university instructors' views of EMI teaching.Proceedings of the 27th International Conference on English Teaching and Learning in the R.O.C.,Taipei:
38. Zabrodskaja, A.(2007).Russian-Estonian code-switching in the university.Arizona Working Papers in SLA & Teaching,14,123-139.

1. 鍾智林(Chih-Lin Chung);羅美蘭(Mei-Lan Lo)(2021)。英語授課一定會降低大學課程的教學評量嗎？一個縱貫性個案研究。教育研究與發展期刊。17(3)。41-70。 
2. 林靜慧(Ching-Hui Lin);林怡慧(I-Hui Lin);林思吟(Szu-Yin Lin);鄭正豐(Cheng-Feng Cheng)(2024)。大學雙語課程的學生學習經驗—以國立中山大學為例。當代教育研究季刊。32(3)。35-39+41-70。