在台灣，國小英語教學成為大家關心的外語教育課題，因為從九十學年度起，全國國小五、六年級已經全面實施英語教學，而且有些縣市繼續往下延伸，由國小三年級，甚至由國小一年級開始教學英語。其次，城鄉差距以及學生程度參差，使得有些學校採用能力分級教學，但是又擔心標籤、負面效應。再者，教科書政策開放後，學校可以自主選用教材多元的教材，國小使用滿意度如何以及國小與國中教材的銜接又產生問題。此外，為了檢視學習成效，教育當局有意實施英語能力檢測，可是，學者卻擔心檢測會增加學生及家長的壓力，並助長補習惡風，扼殺學生之興趣，對學習英語造成反效果。研究者認為國小學生學習英語已經是一項無法遏止的趨勢，也是一項既定的外語學習政策，就必須在實施初期，針對已經出現的相關問題，儘早加以探討並尋求解決之道。本文首先探討九十學年之前，國內英語師資培訓、教材選用等相關議題。其次，以問卷調查方式，輔以訪談資料，研究九年一貫課程實施兩年後，台北縣市360所左右的國小，英語教師、能力分級教學、多元評量、英語能力檢測、教材選用等課題，並提出下列幾項相關建議： 一、持續培訓、鼓勵教師進修 二、建立英語教師檢測與認證制度 三、避免能力分級教學的標籤效應 四、謹慎實施學生英語能力檢測 五、以專業評選教材

　　　　　In Taiwan, primary school English teaching became a concerned topic of foreign language policy because fifth and sixth graders began to learn English from the academic year 2001 and some of the cities and counties in Taiwan began English teaching from the third grade or even from the first grade. Next, because of the severe discrepancy between cities and countries and students' English proficiency levels, some schools adopted ability grouping instruction, but they were worried about the tag and negative effect. Moreover, due to the open policy of textbooks, schools could select suitable textbooks and materials for their students. The situations of material selection and evaluation as well as the link of materials between primary schools and junior high schools attracted much attention from scholars, teachers, and parents. Besides, education authorities wanted to examine students' English achievement by conducting English proficiency tests. Many scholars thought that the test would put more pressure on parents and students. It might decrease students' interest in learning English. In short, since English teaching is an indispensable trend and we have had some problems in the beginning stage of the implementation, it's necessary to figure out the problems and find out the solutions. This paper first reviewed topics such as English teacher training, the selection of English materials and the situations of English teaching in elementary schools in Taiwan before the academic year 2001. Then, by analyzing questionnaires and interviews collected from teachers in Taipei City and Taipei County, this paper studied primary school English teachers' distribution and teaching situations, ability grouping instruction, multiple assessments, English achievement tests, and the use of materials. In addition to discussing the results of this study, the researcher gave some suggestions for reference. First, it is necessary for teacher training institutes to keep on offering teacher training programs and encourage English teachers to take in-serve study. Second, it is an urgent task for authority to establish a system of licensure and certification for English teachers. Third, schools should avoid tag effect when applying ability grouping instruction. Fourth, authority should carefully administer English proficiency tests. Fifth, teachers should select and evaluate textbooks and materials professionally.