| Summary: | 碩士 === 淡江大學 === 歐洲研究所 === 90 === In present-day Europe, the acquisition of language skills by European citizens has become a prerequisite for full-fledged participation in the new professional and personal opportunities open to them. Fully aware of how important knowledge of foreign languages has become, the European Parliament and the Council, following a proposal by the European Commission, have declared that 2001 should be the “European Year of Languages".
Faced with the challenge of acquiring proficiency in foreign languages, European education systems have made every effort to respond to the wide variety of associated demands, All young Europeans attend school and, for many of them, this is where they are most likely to acquire linguistic skills. It is thus important to examine those aspects of the education system which are conducive to language proficiency among children at school.
The urgency and importance of these matters for policy-makers and administrators in the area of teacher training vary from one country to the next. To comply with the new requirements, adjustments need to be made to initial and in-service teacher training systems. The process depends on a number of factors, which vary in accordance with the history, culture and economic structures of the countries in question.
This thesis is divided into six chapters as follows:
A.Introduction;
B.Historical Background; Key events that had an impact on the development of foreign language teaching today are summarized in this chapter;
C.Foreign Language Curricula and the Organization of Teaching; It focuses on features of the documents that contain foreign language curricula.
D.Professional Qualifications and Training of Teachers; The initial training and the in-service training of teachers.
E.Evaluation of the language teaching in the European Union; It includes the European Community Actions and the initiatives of language learning.
F.Conclusion.
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