Elementary school English teachers' attitude toward 'learning English as a foreign language' in Taiwan (China).

摘要

Researchers have shown that most people in Taiwan consider the learning of English to be a positive educational endeavor (Chen, 1996; Wang, 2000). In Fall 2001, the Ministry of Education extended English education into the elementary schools nationwide. While this policy indicates the increasing importance of English learning in Taiwan, people seldom question "why" we need to learn English when it is not used very often on a daily basis. As English education is being implemented in elementary schools, the question also arises in relation to what Taiwanese teachers believe and perceive in regard to learning/teaching English, and how they see learning English similarly or differently from the general public. This study investigated elementary school English teachers' attitudes toward learning English as a foreign language, based on a survey research study conducted in the Kaohsiung and Ping Tung areas of Taiwan during Fall 2002. A total of 190 teachers in the region surveyed responded to the questionnaire. Results show that the majority of the Taiwanese teachers in this study consider English learning to be a positive endeavor, regardless of the differences among them (e.g., gender, age, education level, etc.). The participating teachers pointed out that the increasing importance of English is the result of globalization and the widespread use of English throughout the world. They believe that learning English can be both beneficial to individuals and to the country. They also believe that the younger the students are when they are introduced to English, the better English learners they will become. The teachers also indicated that while the influence of Western countries and their cultures will increase by the extension of English education, this will not affect the students' home language and culture development. The teachers in the study also believe that English learning should be for communication purposes and stressed the importance of creating an "authentic" language learning environment. In addition, the teachers participating in the study showed a more favorable attitude toward American English than toward other kinds of English (e.g. British English; Australia English, etc.). Their perceptions of English learning/teaching were reflected through their curriculum planning. Results indicate that the teachers are mainly responsible for deciding the syllabus and the teaching objectives, selecting the textbooks, making teaching materials, and choosing a teaching methodology for their English classes.; While the teachers seemed to embrace the importance of English and acknowledge the importance of making use of it as an international language to achieve our country's political and economic goals, three concerns also arose from their responses: (1) "Americanization" in the name of "globalization"; (2) the appropriateness of English education in Taiwan; and (3) the necessity of English education in Taiwan. This research suggests that Taiwanese English teachers become "critical educators" and most importantly, be more aware of the political nature of English learning/teaching. Therefore, teaching should not be seen as a neutral act. It involves decision making based on the teachers' beliefs, which are influenced and formed by their social context.