Current teaching approaches in Taiwanese English classrooms and recommendations for the future (China).

摘要

This qualitative study explores the teaching approaches used in Taiwan for English education. In an attempt to find out whether there has been any change over the time, this research was divided into two parts. Part one investigated the teaching approaches in the recent past by interviewing ten Taiwanese students at Claremont Graduate University about their English education. Part two examined the current approaches to teaching English; the data were gathered from teacher interviews and classroom observations in Taiwan. The results of part one indicated that the Grammar Translation Method (GTM) was the predominant teaching approach experienced by these graduate students. The students suggested that English teaching in Taiwan could be more balanced if attention were directed to both communicative functions and grammar in context. In addition, teachers' qualifications and professional capacities should be improved to better motivate students and develop their communicative abilities.; In part two, my findings suggest that the teachers interviewed are not conscious of multiple language teaching methodologies. Although the Ministry of Education has issued new curriculum standards based on the Communicative Teaching Approach, the teachers are not yet using the approach. GMT remains dominant. Possible factors that influence the use of GMT include lack of training in alternative methods, time constraints and the pressure of entrance examinations.; However, some changes are occurring such as additional ESL classes at two private middle schools, the use of extensive reading, and more native speakers as instructors. Private schools and language institutions appear to be more aggressive in the reform of English education. The research results suggest that there is a need to improve language teachers' knowledge of multiple methodologies and cultural knowledge. Monitoring qualifications and adding certification requirements as well as instituting new in-service programs would ensure better educated teachers. Ample English children's books should be available to enhance language input. Listening and speaking should be included in the tests. There is also an urgent need to implement English for specific purposes in college so that students can learn English in the context of their own fields of study.