臺灣博碩士論文加值系統

補習班外師以開放引進多年，但其勞動議題和來台因素多不被提及。其相關議題不僅影響到我國教育層面，也對外籍專業人員的來台意願有相當大的影響。因此為了瞭解我國目前吸引外籍專業人員的優勢以及需改善之處，本文探討補習班外師的來台考量因素以及在台工作及生活狀況。
本文主要以來台的補習班外師為研究對象，採用深入訪談法，訪談對象共17位，國籍別包括美國籍9人、加拿大籍3人、英國籍1人、南非籍3人、紐西蘭籍1人。性別上，包括男性12人，女性4人。
在來台考量因素中發現，能夠吸引到外師來台是因實質薪資較高，以及台灣學習中文的環境。而在跨國就業歷程上，發現來台的補習班外師可能會有工作期間較短，或者素質參差不齊的可能現象。
在工作情形上發現，部分補習班雇主並不重視教育品質及內容。此狀況難以激勵有教學能力及經驗的補習班外師，也僅注重家長偏好而聘用特定特徵的補習班外師。我國在甄選補習班外師方面也發現有歧視非洲裔的現象，其在尋職上會遭受困難以及在薪資上會偏低。在勞動條件方面，可以推知我國補習班產業並不吸引長期就業的外師，因此構成一個快速流動的補習班外師勞動市場：能力好、夠資格的補習班外師並不會想待在台灣太久；會長期停留的原因，多半是結婚。如果我國沒辦法吸引，或者保留適任的補習班外師，汰換到最後，會想留下來的補習班外師，可能多半是不適任的補習班外師。
在台生活情形上，補習班外師多認為協助政策不足，突顯相關協助政策除了應加強宣導，也應瞭解外籍人士的需求進行協助。但從補習班外師觀點也可以發現，我國國人英語程度多半能夠協助補習班外師，因而多數補習班外師不需學習中文即可在台生活，但若要能夠適應台灣文化，仍須學習中文以及多認識台灣籍朋友。

Foreign language teachers have emigrated to Taiwan for years, but their labor issues and migration factors have rarely been discussed. The related discussion may affect not only English education in Taiwan, but also foreign skilled workers, willingness coming to Taiwan. Thus, in order to find out Taiwan's advantages and disadvantages of attracting foreign skilled workers, this paper tries to explore the migration factors and the working and living situation of foreign Bushiban teachers in Taiwan.
The research subjects of this paper are Bushiban’s foreign language teachers in Taiwan. The in-depth interview is adopted to collected related information. Some 17 foreigners are interviewed in this research. Whose nationalities include Americans, Canadian, British, South-African, and New-Zealand and whose gender includes, 12 males and 4 females.
This article finds out that higher real wage and Chinese learning environment attract Bushiban’s foreign teachers coming to Taiwan. These Bushiban’s foreign teachers reveal short working period and uneven in quality.
In their working situation in Taiwan, this article discovered that some employers don't care about education quality and the teaching context. This situation would not encourage Bushiban’s foreign teachers who have experience and teaching ability working in Taiwan. The employer prefers to hire those who can please the parents of students. The labor market might discriminate Africans in recruitment and offer relatively lower wages. In terms of working conditions, it doesn't attract long-term employment and causes a high mobility. Most excellent Bushiban’s foreign teachers wouldn't stay long in Taiwan unless because of marriage. If Taiwan can't attract or keep good Bushiban’s foreign teachers, the one’s who stay might be less qualified Bushiban’s foreign teachers.
In their life situation in Taiwan, most Bushiban’s foreign teachers considered current policy as lacking of support. This shows the importance of enhancing dissemination of policy and take account of the demand of foreigners. From Bushiban’s foreign teachers' view point, most of Taiwanese English is good enough to assist them such that most Bushiban’s foreign teachers don't need to speak Chinese to live in Taiwan. But in order to adapting to Taiwanese culture, learning Chinese and meet Taiwanese friends is very important for Bushiban’s foreign teachers.

目錄
第一章 緒論---------------------------1
第一節 研究動機與背景-----------------1
第二節 研究目的-----------------------3
第二章 文獻回顧-----------------------5
第一節 在台補習班外師概況-------------5
第二節 台灣對補習班外師的管理機制----12
第三節 專業人員跨國就業的理論與實況--17
第四節 小結--------------------------22
第三章 研究設計----------------------24
第一節 研究架構 ---------------------24
第二節 研究方法及研究對象------------26
第四章 補習班外師來台考量因素--------31
第一節 來台考量因素------------------31
第二節 跨國就業歷程------------------38
第三節 小結--------------------------44
第五章 補習班外師在台工作與生活情形--46
第一節 補習班外師的工作情形----------46
第二節 補習班外師的生活情形----------89
第三節 小結--------------------------95
第六章 結論與建議--------------------99
第一節 結論--------------------------99
第二節 研究挑戰---------------------101
第三節 建議-------------------------102
參考文獻------------------------------104
附錄一 訪談大綱---------------------106
附錄二 訪談記錄---------------------110

圖表目錄
圖2-1-1 補習班外師聘僱野i審查流程----15
圖3-1-1 研究架構圖--------------------25
表2-1-1 引進外籍語文教師統計數字-------7
表2-1-2 全國各縣市外語補習班總數統計---8
表2-1-3 全國外語補習班最近十年成長統計-9
表3-2-1 受訪者基本資料表--------------30
表4-2-1 受訪者英語專業訓練狀況--------39
表4-2-2 雙語教育和外語教育的差別------40
表4-2-3 非母國就業國家數--------------41
表4-2-4 受訪者曾任英語教學工作國家別--42

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