臺灣博碩士論文加值系統

摘要
科技大學教學重點當然在於專業技術科目，英文學習為多數學生忽視。英文教師須了解其學習動機、願望、效率，更須了解目前學校英文教學究竟面臨那些難題。有鑑於此，本研究擬探討南台科技大學語言中心英文教師在教授非應英系學生時，所面臨之教學問題為何。
本研究就底下四個主題來探討：
一、 南台科技大學學生英文學習主要問題為何﹖
二、 什麼教學法最常被南台科技大學英文教師使用﹖
三、 教師在選擇教材及教法時所面對之障礙為何﹖
四、 教師對於英文教學之期待為何﹖

Abstract
The purpose of the thesis is to investigate teachers’ instructional problems
with teaching English to non-English majors at Southern Taiwan University of Technology. With respect to the major problems with STUT students’ English learning, this study finds that students’ tech-vocational educational background was regarded by the interviewed teachers as the most serious problem. Other major problems included students’ low ability, lack of ability to pass the TOETIC or TOEFL, poor learning habits, a lack of basic vocabulary and grammar knowledge, and so on.
As regards the instructional methods, the traditional Grammar-Translation Method was still the most popular teaching method used at STUT, immediately followed by Audio-lingual Method and Exam-driven Method. Communicative Language Teaching, which is currently winning favor among educators, was only moderately used by STUT English teachers.
As to the hindrances facing teachers’ selection of English teaching methods and materials, most teachers regarded students’ unwillingness to talk as the most serious. Other hindrances included school-prescribed curriculum and exam content, large class size, students’ lack of response and evasive behavior, and teachers’ preoccupation with teaching many different classes.
Concerning teachers’ expectations of English instruction, most teachers would like the school to provide teachers with developmental resources and research rooms. To enhance students’ motivation and to make the study of English more interesting and profitable, classes are expected to be downsized, and English learning environment to be created, especially with the help of professional subject teachers.

TABLE OF CONTENTS
page
Chapter 1: INTRODUCTION…………………………………………………
1.1 Criticism of the English Performance of University Students……………1
1.2 Characteristics of College and University of Technology…………………5
1.3 Southern Taiwan University of Technology……………………………….7
1.4 Accelerating Importance of English……………………………………….9
1.5 Purpose of the Study……………………………………………………….10
1.6 Limitations of Study………………………………………………………11
1.7 Definitions of Terms……………………………………………………….11
1.8 Organization ………………………………………………………………14
Chapter 2: REVIEW OF RELATED LITERATURE…………………..15
2.1 The Importance of Instructional Methodologies…………………………..15
2.2 Instructional Methods and Their Relations to Retention Rate……………..19
2.3 Brief Description of Teaching Methods…………………………………....21
2.3.1 The Grammar-Translation Method……………………………….21
2.3.2 The Oral Approach and Situational Language Teaching…………23
2.3.3 The Audiolingual Method………………………………………..23
2.3.4 The Direct Method……………………………………………….24
2.3.5 Communicative Language Teaching……………………………..25
2.3.6 Cognitive Code Learning……………………………………..…26
2.3.7 Reading Approach…………………………………………….…27
2.3.8 The “Designer” Methods………………………………….…….29
2.4 Characteristics of Taiwanese English Teaching…………………………..33
2.5 Campus English Enhancement Programs Provided by STUT……………34
2.6 Textbooks Currently Adopted For Non-English Major Freshman………..39
Chapter 3: METHODOLOGY…………………………………………..42
3.1. Population and Sampling…………………………………………………42
3.2 Instrumentation………………………………………………………….43
3.3 Data Collection………………………………………………………….43
3.4 Data Analysis……………………………………………………………44
Chapter 4: FINDINGS ………………………………………………….46
4.1 Research Question One…………………………………………………47
4.2 Research Question Two…………………………………………………56
4.3 Research Question Three……………………………………………….62
4.4 Research Question Four…………………………………………………68
Chapter 5: CONCLUSIONS AND RECOMMENDATIONS………….76
5.1 Research Question One…………………………………………………76
5.2 Research Question Two…………………………………………………80
5.3 Research Question Three……………………………………………….86
5.4 Research Question Four…………………………………………………98
Appendices
1. Appendix I: Letter of Invitation to the study……………………………...104
2. Appendix II: Research Question Sheet………………………………106
Reference…………………………………………………………………………..111
Abstract Chinese Version…………………………………………………………..118
LIST OF TABLES
Table 1: Retention Rate of Different Instructional Methods……………………20
Table 2: STUT Remedial Class Schedule ………………………………………39
Table 3: Textbooks for Non-English Majors…………………………………….40
Table 4: The Number of Problems Identified by Each Teacher………………….47
Table 5: Identified Problems …………………………………………………….48
Table 6: The Number of Instructional Methods Identified by Teachers …………56
Table 7: The Most Frequently Implemented Instructional Methods at STUT……57
Table 8: The Number of Hindrances Identified by Teachers ……………………..63
Table 9: The Hindrances Teachers Faced with…………………………………….64
Table 10: The Number of Expectations Identified by Each Teacher………………68
Table 11:The Expectations Identified by Each Teacher……………………………69
Table 12: Minimum Test Scores Required by STUT ………………………………83
Table 13: Average Test Scores of the Commercial Departments…………………...87
Table 14: Average Scores of the Engineering Department………………………….87
Table 15: Grouping Average Scores of Commercial Departments…………………..89
Table 16: Grouping Average Scores of Engineering Departments…………………..89
Table 17: Intra-class Proficiency Disparities (Information)………………………….90
Table 18: Intra-class Proficiency Disparities (Auto)…………………………………91
Table 19: Inter-class Proficiency Disparities Insignificant…………………………..92
Table 20: High and low achievers……………………………………………………94
Table 21: Score Distribution of Engineering and Commercial Departments………..95
List of Figures
Figure 1: Score Distribution of Freshman English Proficiency Test……………..9
Figure 2: Score Distribution of Engineering Departments and Commercial Departments in Contrast………………………

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