Whole-Brain Paths to Language Learning: An English Instruction Model

英語課程之教與學：全腦聯結模式

10.7118/JHSS.200606.0001

莊琍玲(Li-Ling Chuang)

第二外語習得 ； 語言習得 ； 資訊處理 ； 學習風格 ； 全腦英語教學法 ； 學習方法 ； 學習策略 ； whole-brain pathways model ； globalization ； communicative competence ； English proficiency

人文暨社會科學期刊

2卷1期（2006 / 06 / 01）

1 - 5

英文

近年來第二外語習得的研究，逐漸著重於語言習得本質上的探討，基於人類大腦區域各具不同的功能，議題囊括大腦的認知研究及大腦與語言資訊處理之間的關係，以探討如何強化落實第二外語的學習。本文提出「全腦英語教學法」，認為英語課程的設計，如果能注重左右腦資訊處理的差異方式，並融合語言學習者學習風格的自然傾向，輔以多元的英語學習環境及學習策略的啓蒙，使語言教學能成為有意義的學習，達到事半功倍之效。

The fact that scores on international tests such as TOFEL and TOEIC in recent years have revealed that college students in Taiwan lag behind their counterparts in the rest of the world in English proficiency suggests that there exist immediate needs for the students to improve their English skills in order to attain a better level of proficiency. The current trend moving toward globalization also demands that college students be capable of international communication. English is now the main medium employed on the internet and in worldwide communication. This being the case, having strong communicative competence in English prepares college students for global advancement in specialized knowledge and information technology. This study addresses the issues of how college English instruction can be designed to correspond with students' sociological as well as academic needs for becoming successful English learners. The proposed Whole-Brain Pathways Model (WBP) aims to promote college students' English proficiency with emphasis being placed on the importance of equipping learners with essential skills for receiving comprehensible input, thereby rendering productive output possible.

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