當外籍老師和台灣學生對於所謂“好的教學法”與“好的學習方式”有不同的期望和態度時，學術文化的差異將隨之產生。很多學者強調探索研究學生與外籍老師之間針對學習與教學上的不同的期待和信念的重要性。本研究的目的在於探討在英語課堂中，台灣學生的學習偏好/期望與外籍老師的教學偏好/目標是否有明顯的差異，並進一步探討台灣學生在外籍教師課堂中所使用的學習策略。研究對象為六百位台中縣市技專科大的主修英文學生。此研究將以學生觀點，透過問卷調查的方式了解上述的差異以及學生學習策略。
研究結果顯示，學生的期望/偏好與外師之教學目標/風格有顯著差異。此外，本研究歸納了一些學生在外師課堂上經常使用的學習策略。此研究結果將有助於以英語為外國語言(EFL)學習環境的學生和老師更瞭解其對英語學習/教學在認知與文化上的差異。此外，本研究最後也提出一些建議，期能對英語教學與文化學習的領域有所貢獻。

Academic culture in distance occurs in the academic setting where nonnative English-speaking students and native English-speaking teachers might have different expectations/attitudes toward what good learning/teaching is. Many researchers have argued for the need of exploring the mismatching belief/ expectation about learning and teaching between ESL/EFL students and their native English-speaking teachers. This study aimed to investigate if there are mismatches between EFL Taiwanese students’ learning expectation/preference and their native English-speaking teachers’ teaching objective/approach in the English conversation class. It further explored what are the Taiwanese college students’ learning strategies and adjustment in their native English-speaking teacher’s class. Six hundred seventeen Taiwanese English major students from six target colleges of technology in central Taiwan were the participants. The researcher-developed questionnaire was filled out by the six hundred seventeen students.
The results of this research yielded positive evidence that academic culture in distance between Taiwanese students and their native English-speaking teachers existed in the classroom. In addition, certain learning strategies related to the student’s adjustments to the culture differences were identified. Based on the findings, this research provides not only a framework for understanding Taiwanese students’ culture of learning, but also useful suggestions for education in the field of TESL as well as in cross-cultural studies.

TABLE OF CONTENTS
CHINESE ABSTRACT II
ENGLISH ABSTRACT III
ACKNOWLEDGEMENT V
TABLE OF CONTENTS VII
LIST OF TABLES XI
LIST OF FIGURES XIV
CHAPTER ONE INTRODUCTION 1
Background and Motivation 1
Statement of the Problem 2
Purpose of the Study 3
Research Questions 4
Research Hypothesis 5
Significances of the Study 7
Definition of Terms 7
Limitation of the Study 9
CHAPTER TWO LITERATURE REVIEW 10
Introduction 10
Culture and Language Acquisition 10
Culture Learning 12
Confucian and Socratic Discourse in the Tertiary Classroom 14
Academic Culture in Distances 15
Learning Style and Strategy 16
Attitudes Towards Language Learning 17
Chinese Learner and Western Teacher 18
Western Teacher in China 19
Expectation of Good Teachers 20
Expectation of Good Students 21
Chinese Views of Western Teaching 22
Conclusion 23
CHAPTER THREE METHODOLOGY 24
Research Design 25
Participants 25
Measurement and Variable 29
Instrument 30
Contents of the Questionnaire 31
Pilot Study 32
Background of the Participants 32
Questionnaire of the Pilot Study 32
Interview of the Pilot Study 33
Result of the Pilot Study 34
Research Procedure 35
Data Analysis 37
CHAPTER FOUR RESULTS 38
Validity and Reliability of the Questionnaire 39
Analysis of Research Question 1 41
Descriptions of Students’ L E and LEC 42
Comparison of Students’ L E and LEC 48
Analysis of Research Question 2 52
Descriptions of Students’ L P and LEA 53
Comparison of Students’ L P and LEA 61
Analysis of Research Question 3 66
Open-ended Questions1 67
Open-ended Questions 2 80
Open-ended Questions 3 93
Open-ended Questions 4 98
Open-ended Questions 5 101
CHAPTER FIVE DISCUSSION AND CONCLUTION 106
Introduction 106
Findings Similar to Previous Studies 107
Findings Different from Previous Studies 112
Pedagogical Implication and Limitation 115
REFERENCES 121
APPENDICES 130
APPENDIX A: 130
APPENDIX B: 136

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