摘要
本文目的為探討大學課程英語兒歌與韻文教學使用雙語教學（全英語授課+專業術語以中文註釋在PPT）的成果，28位大學生分組學習，完成平常任務，期中個人報告，期末團體報告，主題與歌曲教學相關，應用問卷，收集定性定量資料，以了解課程成果。結果發現全英語教學可增進學習理論與實務，增強聽力與報告能力，影響專有名詞之理解，造成學生學習焦慮。本文建議採取適當措施以改進大學英語教學。
關鍵詞： 大學英語課程、全英語教學、雙語師資培育
Abstract
This study aimed to explore how the implementation of the bilingual teaching approach (i.e., lectures delivered in English plus Chinese definitions of specialized terms presented in PPTs) contributes to college students’ learning performance. In the process, 28 students were divided into groups completing group tasks in class, did a personal mid-term report and a group final report, related to English song teaching in the course Instruction in Children's Songs and Nursery Rhymes. A questionnaire of two parts was implemented at the end of the course, including multiple-choice questions and open-ended questions. Findings showed that the English-Medium Instruction can enrich the learning of theory and practical application, improve listening and report skills, affect understanding of special terms and cause learning apprehension. Based on these findings, this study proposes several strategies to improve college English instruction.
Keywords: College English Teaching, English-Medium Instruction, Bilingual Teacher Education