本研究旨在探討針對有特殊需求之大專生英語閱讀課程採用翻轉式文法翻譯法之閱讀成績和學習動機之影響，以及對教師角色和教學方法之看法。與傳統的文法翻譯法相較，以學生為中心之改良式文法翻譯法結合了合作學習和翻轉教室之元素，將教師角色轉化為支持者及促進者。本研究根據考試成績、問卷調查及訪談結果，對照組在以教師為中心的文法翻譯法之教學情境中各表現均高於採用翻轉式文法翻譯法之實驗組。研究結果很可能是因為此研究中的大專生非常關注學校考試，而大多數的學生認為以教師為中心的文法翻譯法較能突顯成績表現。

This study aimed to examine the effect of the flipped Grammar Translation Method on the reading test scores, perceptions of the teacher’s role and teaching approach as well as learning motivation for college students with special needs in reading curriculum. Compared with the traditional Grammar Translation Method, the student-centered modified Grammar Translation Method combined with the elements of Cooperative Learning and Flipped Classroom, which transformed the teacher’s role into a supporter and facilitator. The results of this study showed that the performance of the control group in the teacher-centered context of the Grammar Translation Method was higher than that in the flipped teaching model based on exam scores, a questionnaire and an interview. It was likely that these college students in this study were very concerned about school exams, which most believed the teacher-centered Grammar Translation Method could handle much better than the student-centered model.

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