隨著全球化持續在全球脈絡扮演關鍵性的角色，要如何能讓學生流暢地使用英文，一直都是台灣英語教學非常重要的一環，且全球化的概念也持續影響著英語的進程及改變。從過去人們崇尚的標準英語，到現今英語與各國結合並形成的世界英語，每一個改變都影響著台灣英語教學；從以往多半為本國籍英語教師教授英文，到現今有許多台灣英文老師是來自於不同的國家，同時也造就了台灣多元化的風貌。自2016年6月起，政府所推動的新南向政策大幅強化了台灣與東南亞等國家的連結。且不管是學術、商業、或是觀光的層面，台灣人都會有更多的機會與當地的人民對話及溝通。然而，相對應的文化尊重以及包容似乎並沒有隨著經濟的連結而增加，卻造成國與國之間文化上面的誤解以及資訊的不對等。
因此，本論文旨在探討在全球化的脈絡下，台灣家長對於孩子英語學習是否有隨著世界英語的概念有所改變。本研究使用問卷分析法，一共蒐集了241組台北都會區國中小家長對於本國籍以及外籍英文老師的想法及期許，並使用混和研究將受測者的結果做進一步的分析。研究結果顯示，整體而言家長較偏好外籍英文老師來教授孩子的英語；然而，在聽、說、讀、寫、發音、以及文法方面，家長對於各項能力有不同的想法。在六大能力裡面，家長較偏好聽力、口說、發音、以及寫作技巧由外籍英文老師教授，而文法由本國籍英文老師來教授。在閱讀技巧的部分，家長並沒有顯著的偏好。此外，研究結果亦顯示，家長雖然偏好外籍英文老師，但他們認為本國籍及外籍英文老師皆有各自的優點及缺點，並希望孩子可以由兩者進行中外師協同式教學法，使學生在英語學習上能受益更多。最後，至於各國國籍英語師資的選擇，家長普遍偏好來自英美的師資及本國籍的師資，且在統計數據中，只有極少數的家長希望孩子由東南亞籍的老師來教授英文，也顯示出標準英語仍持續主宰台灣英語教學；世界英語的概念仍未普及，並有待教育部、相關單位、各專家及學者將世界英語的趨勢普及化。

In regards to English being globalized still playing a vital role, how to develop the ability of the students in fluent English use still remains a crucial issue in the field of TESOL in Taiwan. The concept of globalization as well influences the variety of English, from the fact that standard English was valued more, to the trending concept of World Englishes and language varieties—each can have a great impact on the field of TESOL in Taiwan. Taiwanese government started to promote NSP to economically, politically, and culturally and enhance the relationship with countries from Southeast Asia since 2016, meaning that Taiwanese people have more opportunities to interact with Southeast Asian people in the aspects of tourism, economy, and politics. However, the mutual respect along with the cultural tolerance seem not to develop, causing problems in terms of the misunderstanding of different cultures and the information asymmetry. 
Therefore, the present study aims to investigate the perceptions of the parents of primary and junior high school students in the Taipei metropolitan area on NESTs and NNESTs under the effects of globalization. A total of 241 participants took part in the present study with a questionnaire survey, and the statistical data was further analyzed with a mix method. The results show that in general, the parents prefer NESTs to NNESTs, but their opinions differ with regards to the 6 English macro-skills: listening, speaking, reading, writing, pronunciation, and grammar. The results imply that the parents prefer NESTs to teach listening, speaking, writing, and pronunciation skills, whereas they prefer NNESTs to teach grammar lessons. As for reading skills, the results show insignificance to either NESTs or NNESTs. Moreover, the results also indicate that although generally the parents have a slight favoritism on NESTs, they believe that both NESTs and NNESTs have their own strengths and weaknesses, hoping that collaborative teaching can be conducted in English education of their children. Lastly, as to the tendency of the English teachers, the majority of the parents prefer teachers from America and Britain, as well as teachers from Taiwan. Less than a few parents would like their children to be taught by English teachers from Southeast Asia, indicating that the concept of standard English still dominates TESOL in Taiwan, and the concept of World Englishes is not yet popularized—it still needs more attention from MOE, experts, and scholars.

Table of Content



ACKNOWLEDGEMENTS	I

CHINESE ABSTRACT	III

ABSTRACT	V

TABLE OF CONTENTS	VIII

LIST OF TABLES AND FIGURES	X

LIST OF APPENDICES	XI

CHAPTER ONE INTRODUCTION	1
1.1 Background of the study	1
1.2 Statement of the problem	2
1.3 Purpose of the study	3
1.4 Research questions	4
1.5 Significance of the study	5

CHAPTER TWO LITERATURE REVIEW	6
2.1 The three concentric circles of the English-speaking world	6
2.2 Debunking the myth of standard English with World Englishes	11
2.3 Taiwan’s policy of foreign teacher recruitment & self-positioning of local Taiwanese English teachers	14
2.4 Summary of Literature Review	17

CHAPTER THREE METHODOLOGY	19
3.1 Participants	19
3.2 Instrument	20
3.3 Procedures	21
3.4 Data collection and analysis	22

CHAPTER FOUR RESULTS AND DISCUSSION	24
4.1 Demographic information of the participants	25
4.2 The results of the perceptions of the participants on NESTs and NNESTs	26
4.2.1	Research question 1	26
4.2.2	Research question 2	36
4.2.3	Research question 3	43
4.3 Summary of the results and discussion	48

CHAPTER FIVE CONCLUSION, IMPLICATIONS, LIMITATIONS, AND SUGGESTIONS	49
5.1 Conclusion	49
5.2 Pedagogical and research implications	52
5.3 Limitations and suggestions for future studies	54

REFERENCES 55

APPENDICES 72




Table of Tables and Figures



Figure 1: Concentric circle model (Adapted from Kachru, 1997)	7
Table 1 Top 5 statements most recognized by the participants towards NESTs	27
Table 2 Bottom 5 statements most recognized by the participants towards NESTs	29
Table 3 Top 5 statements most recognized by the participants towards NNESTs	31
Table 4 Bottom 5 statements most recognized by the participants towards NNESTs	32
Table 5 The results of the mean scores on expectations of English teachers	34
Table 6 The results of t-Test for listening, speaking, reading, writing, grammar, and pronunciation.	37
Table 7 The results of t-Test for English teachers in terms of five sections	40
Table 8 The results of t-Test for the general preference of the participants to NESTs or NNESTs	43
Table 9 Statistical data of the tendency of the participants	44






List of Appendices



Appendix 1 Formal questionnaire (Chinese version)	72
Appendix 2 Formal questionnaire (English version)	81
Appendix 3 Statistical data of the questionnaire	95
Appendix 4 The frequency distribution of background information	102

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