隨著「英語為國際通用語」及「教育全球化」的發展潮流，我國教育部於各大專院校積極推動「專業課程英語授課」(English as a Medium of Instruction; EMI) 。然而，大多數的大學新生在入學以前從未接觸過英語授課之課程，加上專業科目課程中有大量專業詞彙頻繁出現，可能導致學生在涉取專業知識時面對相當程度的困難。為了幫助學生適應英語授課環境及協助其熟諳專業詞彙，「專業學術英語課程」(English for Specific Academic Purposes; EAP)應運而生。在本研究中，實驗者招募來自兩間研究型大學計311位修習「專業課程英語授課」之學生，透過課堂觀摩及問卷方式取得量化資料（回收有效問卷數為242份），並試著探討「專業學術英語課程」(EAP)是否能有效改善學生對「專業課程英語授課」(EMI)之認知。本研究分五個主要面向來探討此議題：（一）學生對專業課程中之語言使用情形之認知、（二）學生在專業課程中所遭遇到的主要困難及障礙、（三）學生面對前述困境所使用的學習策略、（四）學生對專業課程英語授課所持之整體態度、及（五）學生對英語在其專業領域重要性之認知。量化研究結果顯示曾經修習「專業學術英語課程」之學生，在「專業課程英語授課」中持較正面的態度，且達到統計上之顯著，而質化研究結果則能作為未來大專院校規劃英語授課課程時之參考。

Following the global trend for English as a Lingua Franca (ELF) and the need for internationalization, the Ministry of Education in Taiwan is guiding universities to offer a wider range of English-medium Instruction, or EMI, programs. However, due to the current structure of the educational system, students may see great difficulty in switching from a Chinese-taught curriculum in high school to an English-taught one when they enter higher education. A way to alleviate the effects caused by the transition is through English for Academic Purposes (EAP) curricula, in which students have a chance to familiarize themselves with the subject-specific terms and discourse structure in their fields of studies. I surveyed 311 students from two top-ranked research universities in Taiwan, one with a well-developed and fully operational EAP program while the other without such courses (242 valid responses recovered).
To quantify the abstract concept of perception and attitudes, and to make them comparable across different groups of students, five key topics of concern were identified, namely (i) basic language information of the EMI class, (ii) perceived difficulties in EMI, (iii) learning strategies in EMI, (iv) overall attitudes towards EMI, and (v) perceived importance of English. Thirty-five (35) survey items were developed to address the three key topics. Results show, with statistical significance, that EAP proves to be quite effective in improving students’ attitudes towards EMI, as EAP students generally hold a more favorable view towards EMI curriculum. It is the researcher’s hope that the present study offers some useful insights and suggestions to universities which are seeking to expand their EAP/EMI course offerings.

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