臺灣博碩士論文加值系統

台灣是一個文化及語言多元化的國家。由於歷史背景的緣故，台灣的語言政策常因不同政權的統治而有所改變。從日治時代到國民黨時代，這些政權都藉由政治統治，建立單一語言政策來壓抑台灣本土語言。目前，教育部透過九年一貫課程，同時推動英語教學與母語教育徹底執行於小學階段。
為了因應國際化，英語被視為主要國際語言之ㄧ。因此，許多國家包含台灣已將英語教育納入國家語言政策中。本研究為描述學習者的在九年一貫英語教育政策下的語言態度與語言使用。
本研究主要目的為探討台灣英語政策（九年一貫）與其對不同學習階段學生語言態度和語言使用之影響。本研究的參與者分別為中台灣地區小學六年級、國中三年級、高中三年級以及大學等四個不同學習階段的學生。參與者們皆須填寫問卷。並透過統計分析軟體SPSS的分析得到研究結果。
結果顯示九年一貫英語教育政策對於學習者英語使用與英語態度並未產生影響。根據分析得到以下三個結論:（一）大學生對英語態度持最正面態度，而國中三年級學生則是較為負向。（二）學習者對英語態度會反映在英語使用上。(三) 整體而言，各學習階段學生都較常在學校使用英語。此研究希望呈現與言語用語言態度之間關係和九年一貫英語教育對各學習階段的影響。

Taiwan is a multilingual community experiencing diverse language policies throughout its history. Various regimes constrained languages of Taiwan by setting up its language policies. Recently, the Grade 1-9 Curriculum, put forth by the Ministry of Education in 2001, was implemented to promote two language policies, native language policy and English language policy. Since then, both native languages and English were officially implemented at elementary school level. This study considers specifically the English language policy implemented in 2001.
This study considers the effect of the English language policy on language attitudes and language use in Taiwan by investigating different learning stages: the Elementary School, the Junior High school, the Senior High School and the University through the design of a questionnaire. This questionnaire was designed to measure language attitudes and language use according to the methodological questionnaire developed by E (2003) with modifications. The data was analyzed by using ANOVA of the SPSS.
The results indicate three main findings. First, the Grade 1-9 English Curriculum does not exert a significantly influence on students’ language attitudes towards and language use of English. In particular, it is found that the University level students have the most positive language attitudes. In contrast, the Grade 3 Junior High School Level students display the least positive language attitudes. Second, language attitudes are reflected by language use. It is found that the pattern of language use matches with that of language attitudes. Finally, English is mainly used in school setting to express students’ opinions in classes or to discuss school work. It is hoped that this study revealed the intricate relationship between learners’ language attitudes towards English and English language use as well as the effect of the current English language policy among various learning stages in Taiwan.

TABLE OF CONTENTS

Table of contents………………………………………………………………………i
English abstract ………………………………………………………………iii
Chinese abstract…………………………………………………………………v
Acknowledgements……………………………………………………………………vi
List of Figures ………………………………………………………………………vii
List of Tables ………………………………………………………………………viii

CHAPTER ONE: INTRODUCTION……………………………………….1
1.1 Language policy and language planning……………………………………1
1.2 Background…………………………………………………………3
1.3 Purposes and significance of the
study……………………………………6
1.4 Research questions………………………………………………………………7
1.5 Organization of the thesis…………………………………………………………7

CHAPTER TWO: SOCIO-HISTORICAL BACKGROUND…………9
2.1 Japanese Era (1895-1945)………………………………………………………10
2.2 KMT Era (1945-2000)……………………………………………………12
2.3 Contemporary Taiwan (2000-Present)…………………………………18

CHAPTER THREE: LITERATURE REVIEW…………………………26
3.1 Definitions of language policy and language
planning………………………26
3.2 The status of English…………………………………………………30
3.3 Research in language policy and language learning in
Asia……………31
3.4 Research in language attitudes and language
use……………………………35
3.4.1 Definitions of language
attitudes…………………………………………35
3.4.2 Research in language attitudes and language use in
Asia…………………37

CHAPTER FOUR: METHODOLOGY………………41
4.1 Subjects………………………………………………………42
4.2 Questionnaire…………………………………………………………………….43
4.2.1 Personal background information………………………………………….44
4.2.2 Language attitudes…………………………………………………….……44
4.2.3 Language use……………………………………………..………….……..45
4.3 Data collection………………………………………………….………..……….46
4.4 Data analysis……………………………………………………………………..50

CHAPTER FIVE: RESULTS AND DISCUSSIONS……………………52
5.1 Results …………………………………………………………………………52
5.1.1 Pearson correlation…………………………………………………………52
5.1.2 Language attitudes………………………………………………………….55
5.1.3 Language use…………………………………………………………60
5.2 Discussion…………………………………………………………………70
5.2.1 Language attitudes………………………………………………………70
5.2.2 Language use…………………………………………77

CHAPTER SIX: CONCLUSION ……………………………83
6.1 Summary of the results………………………………………83
6.2 Contributions of this study…………………………………………85
6.3 Limitations and suggestions for further
study……………………………………86

REFERENCES……………………………87
Appendix A: Questionnaire (Chinese version)…………………………97
Appendix B: Questionnaire (English version)…………………………100

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