摘 要 本論文旨在檢視國內大學共同英文課程之規劃及實施。以蒐集國內大學 網頁上之共同英語課程架構及訪談課程規劃人員之方式，深入了解國內大學 共同英語課程之架構、目標及規劃理念，藉以了解各校共同英語課程之規劃 及對學生英語能力之期許。 研究結果發現，近年來許多大學在英語課程規劃歷經數波改革，多數大 學將英語列入通識核心課程中，但因大學並無全國性的課程綱要可依循，因 此各大學通識英語課程在學分數、課程內涵、及畢業門檻要求上均呈現多樣 性。各大學共同趨勢為英語畢業門檻的設定，但卻造成日趨普遍的測驗導向 英語課程，此現象值得英語教育學者專家深思。

Abstract The goal of this paper is to examine the English language curricula and their implementations at the tertiary level in Taiwan. The data of this study came from the curricula described on the websites of 60 universities and the in-depth interviews with administrators in charge of English curriculum planning at 12 universities. The study found that though most programs focused on improving students’ general English language skills, many have started to design English courses to cater to their students’ specific needs. It was also found that more and more universities have answered to MOE’s call for setting graduation benchmark in English. However, as a result of the requirement on passing English tests before graduation, there is a tendency for universities to offer English test-preparation courses. Cautions were raised at the end of this paper regarding this phenomenon.