本研究以兩階段研究程序探討國內英語教師應具備之專業核心能力。第一階段為根據文獻分析與專家焦點座談結果，發展國內英語教師專業核心能力架構與內涵；第二階段則是透過問卷調查，了解國中英語教師對於該核心能力架構與內涵之看法與建議。兩階段研究結果顯示：一、國內英語教師應具備之專業核心能力架構包含五大面向29項內涵，此五大面向為英語能力、教學能力、班級經營、專業發展與專業態度。二、教師對此五大面向29項內涵個別之重要性有不同看法。三、除了五大面向29項內涵，教師認為將專業的英語能力轉化為有效的課堂教學、了解國際文化、跨領域整合教學、營造有益學習環境、執行課堂研究、終身學習精神等，亦是英語教師重要核心能力內涵。本文最後依據研究結果提出建議。

This study used two research procedures to investigate what core competencies Taiwan English language teachers should possess. In the first procedure, a framework of the core competencies was proposed as a result of literature review and focus group interviews. In the second procedure, a questionnaire was employed to examine junior high English teachers’ perceptions and suggestions about the framework. Results of the two procedures showed that first, five categories and twenty-nine competencies were identified. The five categories are English language competence, pedagogical competence, classroom management, professional development, and professional attitude. Second, the teachers perceived the significance of the twenty-nine competencies of the five categories differently. Third, in addition to the competencies in the framework, the following competencies, suggested by the teachers, are also critical for English language teachers: transform professional English competence into efficient classroom teaching, understand global cultures, teach and collaborate interdisciplinarily, create a supportive learning environment, conduct classroom research, and promote lifelong learning. Suggestions are provided based on the research findings.