隨著全球化和國際化的腳步，台灣的政府和人民努力地與世界接軌，而英文能力被認為是達成目標最基本的要素。英文教育在台灣已有超過60年的歷史，而在1980年後出生的人平均需接受至少7至13年的正規英文教育。然而，在台灣接受多年的英文教育似乎並不能保證有相對的好結果；數據統計和國內新聞常常會揭露台灣人不良的英文學習成果。這個研究的目的是要從低英文成就台灣學生的觀點了解他們對英文的觀感，並同時紀錄他們的英文學習經驗。一共有27位北台灣的非英文系低英文成就台灣研究生自願參與這個研究，並配合透過研究者面對面、半結構式的訪談來進行。研究資料包含受訪者的英文學習經驗、觀感、自願付出過的努力、學習英文的原因和目標等質性研究發現。採訪資料經過翻譯，並以M&H的質性研究方法分析。研究結果顯示，即使是這些低英文成就的學生，他們仍擁有很強的英文學習慾望，只要他們能被教導他們所需要的。英文字彙似乎是這些受訪者最大的困擾，而英文聽與說的能力則是他們最希望擁有的。因應研究的發現，研究者建議台灣現今的英文學習環境需要做一些改變來提供台灣學生更理想的學習環境，特別是對於那些低英文成就的學生。

Following the path of globalization and internationalization, Taiwanese government and citizens have tried hard to catch up with the world, and it is believed that English ability is a fundamental element to reaching the goal. English has been a mandatory subject in Taiwan for over 60 years, and the average Taiwanese people born after 1980 have received regular English education for at least 7 to 13 years. However, receiving years of English education in Taiwan does not seem to guarantee high English proficiency for Taiwanese students; statistics and local news frequently reported how poorly Taiwanese students has performed in their English proficiency. The purpose of this study was to explore how some Taiwanese low-English-achieving graduate students perceive English as a foreign language and also to record their experiences of learning English. A total of 27 Taiwanese non-English-major low English proficiency graduate students who were attending a college in northern Taiwan voluntarily participated in this study involved themselves in face-to-face semi-structured interviews. Data includes qualitative findings of the interviewees’ English learning experience, perception, efforts made voluntarily, reasons to learn English and goals to achieve in learning this language. The interview data was transcribed and analyzed using Miles & Huberman’s qualitative data analysis method. Results indicate that despite low-English-achieving as the participants are, they still possess a strong desire to learn this language, as long as they are taught what they want. Vocabulary seems to be their biggest problem in English learning, and English speaking and listening are the abilities the students would like to pick up the most. In response to the research findings, the researcher suggests that some changes need to be made in the current English learning environment in Taiwan in order to provide Taiwanese students with an optimal learning environment, especially those low-achieving students.

TABLE OF CONTENTS


Chapter
1.	Introduction.………………………………………………………………1
 Background………………………………………………………………1
 Statement of the Problem…………………………………………………4
 Purpose of the Study………………………………………………………6
Research Questions………………………………………………………7
Significance of the Study…………………………………………………7
Limitation of the Study……………………………………………………9
Definition of Terms………………………………………………………9
   Low English Proficiency………………………………………………9
   English Graduation Benchmark………………………………………10
2.	Literature Review………………………………………………………12
 The Role English Plays in Taiwan………………………………………12
Status Quo of English-learning in Taiwan…………………………..……14
Status Quo of English Instruction in 
Taiwanese Secondary Education……………………………………15
Status Quo of English Instruction in Higher Education 
for Non-English Majors……………………………………………17
         The Use of English in Taiwanese Daily Life……………………………19
         Mandatory English Instruction in Taiwanese Secondary Schools………22
         The Grammar Translation Method in Taiwanese English Education……25
         The Influence of Traditional Concepts toward 
Taiwanese English-learning……………………………………………29
         Taiwanese Students’ Performance on English Reading and Writing……32
         The Relationship between Motivation and English-Learning
         in Taiwan…………………………………………………………………35
3.	Methodology………………………………………………………………38
Participants………………………………………………………………38
Procedure…………………………………………………………………39
Instruments………………………………………………………………40
Data Collection and Data Analysis………………………………………41
4.	Results and Discussions……………………………………………………44
 Perception towards English……………………………………………44
 English Learning Experience……………………………………………47
 Efforts Made Voluntarily to Improve English……………………………50
 Reasons to Learn English………………………………………………54
Goals to Achieve in English Learning……………………………………57
5.	Discussion and Conclusion………………………………………………62
Discussion………………………………………………………………62
 Conclusion………………………………………………………………67
References……………………………………………………………………………70
Appendices…………………………………………………………………………84
     Appendix A: TKU English Graduation Benchmark…………………………85
           Appendix B: Some Examples from Program for Promoting Teaching Excellence of Universities, 2011………………………………87
Appendix C: A Review of some Bad Performances of Taiwanese Using Wrong English…………………………………………………………88
Appendix D: Extrinsic Benefits or Elements Offered to Taiwanese People…90
Appendix E: Perception towards English……………………………………92
Appendix F: English Learning Experience……………………………………93
Appendix G: Efforts Made Voluntarily to Improve English…………………94
Appendix H: Reasons to Learn English………………………………………96
Appendix I: Goals to Achieve in English Learning……………………………97

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