| 英文摘要 |
The main purpose of this research is to act in concern with the bilingual nation promotion policy by exploring the English training needs of civil servants and providing relevant policy and strategic recommendations. The research methods included document analysis, questionnaire surveys, and focus discussions. Based on the literature review, an online questionnaire survey was designed to investigate current English tasks of each division and English training needs of civil servants in the division. The participants were heads of administrative divisions that employed the aforementioned civil servants from Years 2020 to 2021. A total of 536 questionnaires were collected, but only 434 were found valid. In addition, based on the results of the survey, four online focus group discussions were organized, with 19 division heads (8 from the central government, 7 from the local government, and 4 from the police) participating.
The major findings of the present study are as follows:
1. English websites are ranked the highest of all the English tasks in each division, followed by English propagandas, foreign guest receptions, English counter services and foreign-related document translations.
2. With regard to the self-managed English tasks, English websites, English counter services and foreign guest receptions are of the highest priority. English propagandas and foreign-related document translations are of the second and third priorities, respectively.
3. As for English language proficiency in different skills, current officials are mostly considered “fair", but future officials are mostly expected to be "good", “excellent” or “native-like”, and this proportion is 3 to 5 times higher than that of current officials when they take office.
4. English training courses for civil servants are listening, speaking, reading, writing and translation/interpreting in order, and self-directed learning resources are still of the highest priority.
5. The contents of English training for beginning civil servants and that of promoted civil servants are suggested to be non-distinctive.
6. The English scenarios required for high-ranking officials are mainly official briefings, foreign guest receptions, and official correspondence.
To make the English training feasible, we suggest that the National Academy of Civil Service (NACS) make a policy to improve civil servants’ ability to use English in official situations. In addition to a learning map and course outlines, three-dimensional training strategies are proposed:
1. To offer contextual English courses in person and online.
2. To create immersive scenarios to teach English for civil servants.
3. To cultivate lifelong learning skills in English for civil servants.
Finally, it is recommended that the NACS create online learning passports, digitalize contextual English learning materials for civil servants, and establish an interactive learning platform to provide civil servants with self-learning resources. |