本論文為英語教學課程設計與規劃之個案研究，重點在於印証語言教學中之一種假設與信念，亦即「成功之語言教學應奠基於有效之課程設計與規劃」。作者詳細報導親自教授之外文系碩士班「高級口語溝通」一課之規劃、教學、評量過程，依據英語教學文獻中相關的理論與實務，從事先調查學生需求及社會對外文系研究生英語口語能力之期望，訂定合宜且實際之教育目標，進而設計能促進學習效果之語境因素，應用以學習者為中心之課堂及課外之「任務導向型」教學活動，使學生能適時、適性、有創意的從過程中學習、增進英語口語表達能力。同時，本研究詳列兩學期之課程綱要，並詳述課堂及課外教學活動之各階段過程。最後以自評及學生評鑑的方式檢討此課程設計之成效。本研究之成果及個例之效能具實際語言課程設計與英語教學之高度參考價值。

This study, based on the hypothesis that successful language teaching and learning depends heavily on effective curriculum development and course planning, presents how an advanced oral communication course for graduate students is planned and how the activities selected in the course development are implemented to attain its educational objectives. Learners needs and societal expectations of the program and the course are considered and contextual factors that might be employed to enhance learning are taken into consideration in course planning. Course content is designed with learner-centered tasks that demand activities in different phases in and out of the class. Tasks selected also encourage learners to make positive use of the convenience and immediacy of computer and the Internet to collect information and materials for their in-class presentation. It is hoped that the learners, upon completing the course, would have developed sufficient productive oral English proficiency that would help facilitate their daily life communication, advanced studies, and future academic life or careers.