論文名稱：台灣英語教育政策批判論述分析	頁數：102
校系(所)組別：淡江大學	 英文學系	(研究所) 英語教學組
畢業時間及提要別：	101學年度第 1學期	碩士學位論文提要
研究生：鍾環如	   指導教授：王藹藹	藹玲教授
論文提要內容：  
    
    在台灣，英語是唯一於義務教育中教授的外國語言(立法院, 1967)。近年來，教育部致力各階段英語教育之推動且一再降低其學習起始年齡，然而，學生的英語能力並未相對地提昇，僅於聽說的部份略有進步。對於形成英語教育政策的社會意識及其政策的執行目標及成效，甚或其所影響之語言平等、語言權利及語言認同等議題，值得探究。

本研究探用Fairclough的批評論述分析架構，其架構為文本（texts）、社會互動（interaction）及社會脈絡(context)三個面向綜合分析。分析的政策文本為「國民中小學九年一貫課程綱要」；社會互動及社會脈絡的部份，資料來源主要為研究期刊、書籍、平面媒體報導。

本研究結果發現，英語及其文化在課程綱要中定義不明確，部份描述窄化其為英語國家的語言，教學目標強調重視聽說讀寫並重與現行入學考試制度著重閱讀有所出入，未能達成學生英語溝通能力提昇的目標，也未減少學生課後補習的社會現象。依據研究結果，對國內英語教育政策建議如下：制定合理的教學目標、提供適當支援達成目標、採行合宜的評量方式、提倡語言平等的意識、鼓勵學習其他外國語言、振興翻譯產業以及運用科技解決問題。

關鍵字: 英語教育政策、批判論述分析、政策分析、語言教育政策、語言平等

Title of Thesis：	Critical Discourse Analysis on Compulsory English Education Policy in Taiwan	Total pages:102
Key word:	English education policy, critical discourse analysis, policy analysis, language education policy, linguistic equality
Name of Institute:	English Department	
		
Graduate date:	January 2013	Degree conferred: Master
Double space		
		
Name of student:	Huan-ju Chung	Advisor: Ai-ling Wang
Double space	鍾環如	         王藹玲
		
Abstract:

In Taiwan, English is the only foreign language instructed in the compulsory education  (The Legislative Yuan, 1967).  In recent years, MOE has aggressively promoted English teaching/learning for different stages of national education and lowered the age to start learning English.   Nevertheless, the outcomes were not satisfactory and students were reported only make little progress in listening and speaking skills.  The study aimed to explore social beliefs regarding English Education for a more efficient and effective implementation of governmental policy. Moreover, the social issues caused by English education in Taiwan, such as linguistic equality, linguistic right and identity issue, were also investigated in the research.    
Fairclough’s framework of critical discourse analysis was applied in the research.   It is a synthesized analysis on three dimensions: texts, interaction and context.  The text analyzed in the study was “Language Category (English) of the Nine-Year Integration Curriculum Guidelines”.  As for social interaction and context, the materials analyzed are mainly collected from journals, studies and media reports.
The research results show that “English” and its “cultures” were not clearly defined in the said guidelines.  Some expressions have constrained English to be the language used only in English-speaking countries; others regard “English” as a lingua franca.  Moreover, the teaching goals to train four language skills simultaneously do not conform to the evaluation system, where reading skills are mainly evaluated.  The implementation of English education policy neither improves students’ English proficiency level adequately nor reduces the social phenomenon that students seek extra instructions in cram schools.
Based on the findings, suggestions are proposed to the planning of English education policy: practical goals needed, assisting stakeholders to fulfill the goals, appropriate evaluations needed, arousing critical language awareness, encouraging the learning of other foreign languages, accelerating translation industries and applying technology as aids.

Table of Contents
Introduction ………………………………………………………………….………..	1
	Background and motivation ………………………………………………………	1
	Research questions ………………………………………………………..………	3
	Method ……………………………………………………………………………	4
Literature review ………………………………………………….……………………	6
	English language education policy ……………………………..…………………	6
	Critical Discourse Analysis ……………………………………..….……………	16
Methodology …………………………………………………………….……………	24
	Method ……………………………………………………….….…….…………	24
	Research scope ………………………………………………….………..………	29
	Materials for analysis ……………………………………………….…….………	29
	Procedures ……………………………………………………………..….………	32
CDA on the Compulsory English Education Policy of Taiwan ……………….………	33
	Analysis of the Guidelines …………………………….……………….…….……	33
	Findings …………………………………………….……………….………….…	52
	Discussion ………………………………………………………………..….……	55
Conclusions and suggestions ………………………….…………………………….…	60
Reference …………………………………………….………………………………...  	67
Appendix A   Chapters 1 to 3 of the Guidelines ………………………………..……	82
Appendix B   Index of Ability stipulated in the Guidelines …………………….……	92
Appendix C   The measures taken by central and local authorities for the promotion
of English education since the promulgation of the Guidelines ……….	100

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