Loading...
|
Please use this identifier to cite or link to this item:
https://nccur.lib.nccu.edu.tw/handle/140.119/133831
|
| Title: | 台灣高職專業英文課程設計與實施之個案研究
A Case Study of the Design and Implementation of an ESP Program for Vocational High School Students in Taiwan |
| Authors: | 曾慈儀
Tseng, Tzu-Yi |
| Contributors: | 黃怡萍
Huang, Yi-Ping
曾慈儀
Tseng, Tzu-Yi |
| Keywords: | 專業英文
高職專業英文課程
課程設計與實施
協同教學
合作式跨領域聯合教學
English for Specific Purposes (ESP)
ESP in vocational high school
Curriculum design and implementation
Team-teaching
Collaborative Interdisciplinary Team Teaching (CITT) |
| Date: | 2021 |
| Issue Date: | 2021-02-01 13:56:24 (UTC+8) |
| Abstract: | 近年來專業英文課程相關研究逐漸重視課程設計與實施的「過程」 (Basturkmen, 2010)。在台灣，專業英文課程設計與實施的相關研究主要在大學端進行，在高職端的專業課程設計與實施研究則相對缺乏。前人研究提到專業英文對高職生缺乏英文學習興趣與動力的困境有正面影響，但面臨高職學生英文程度落差大、學習興趣低的情形，如何成功於高職實施專業英文課程的過程值得進一步探討。有鑑於此，本研究調查台灣一所綜合高中高職部所開設之兩門專業英文課程，旨在探討現行高職專業英文課程的設計與實施過程，以期能深入了解過程中須考量的因素、面臨的問題以及師生對課程的想法與態度。本研究利用Nation和Macalister（2010）的課程發展模式來設計訪談問題與問卷內容，於學期初及學期末個別訪談兩位行政主管、一位英文教師與兩位專業科目教師。學生也於學期初及學期末進行問卷調查與訪談。另外，本研究也於學期初、中、末針對兩門課個別進行三次課程觀察。研究結果發現課程設計前的行政前置規劃作業以及教師之間的「合作式跨領域聯合教學」（Stewart, Sagliano, & Sagliano, 2000）以及期末成果展等對高職專業英文課程設計與實施有重要影響。設計課程時教師考量點包含學生需求分析、課程內容與教材設計以及評量方式的訂定。課程實施過程則因應教學內容呈現不同協同教學模式。而教師面臨的挑戰主要包含備課與授課時間不足、缺乏專業英文教材，以及英文教師缺乏專業領域知識等。本研究結果也顯示學生與教師皆對於高職專業英文課程持正向態度。學生認為專業英文課程提升他們的英文學習興趣，並增進他們的口說與單字能力。另外師生也針對課程提供相關想法以及建議。最後，研究者針對研究結果進行討論，並提供相關建議和指出研究限制。
In recent years, research on English for Specific Purposes (ESP) courses has begun to study the "process" of course design and implementation (Basturkmen, 2010). In Taiwan, studies on the design and implementation of ESP courses are mainly carried out at the tertiary level. However, research has pointed out that ESP curriculum has a positive impact on vocational high school students’ English learning. Given the fact that vocational high school students’ English level vary greatly, and that they generally show low interest in learning English, how to successfully design and implement ESP courses in vocational high schools (VHSs) deserves further investigation. Therefore, the present research investigated two VHS ESP courses in Taiwan to explore the design and implementation of VHS ESP courses. It aimed to gain a deeper understanding of the factors that need be considered in the process, and the encountered challenges, and the teachers’ and students’ perspectives towards the courses. Interview protocols and questionnaires items were designed based on Nation and Macalister’s (2010) curriculum design model. Two administrators, one English teacher, two content teachers, and eight students were interviewed. Also, questionnaire surveys were conducted to gather students’ perceptions. Three class observations were also conducted. The findings show that the administrators’ planning before the courses, and teachers’ use of Collaborative Interdisciplinary Team Teaching (CITT) (Stewart, Sagliano, & Sagliano, 2000) and the final showcase had an important positive impact on the design and implementation of the two ESP courses. During the design phase, teachers’ considerations included students’ learning needs, teaching content and materials and evaluation methods. The courses were implemented based on the nature of the learning content and involved different ways of teacher collaboration. The challenges faced by teachers mainly were insufficient preparation and teaching time, lack of ESP materials, and the English teacher’s perceived lack of content knowledge. Both students and teachers held a positive attitude towards VHS ESP courses. Students agreed that ESP courses increased their interest in English learning and enhanced their speaking skills and knowledge of specialized terms. Teachers and students also provided suggestions for the courses. Finally, the research findings were discussed, and implications, suggestions for future research are provided. |
| Reference: | REFERENCES
AlTarawneh, M. Q., & AlMithqal, E. A. (2019). Teachers’ and students’ perceptions of using L1 in the ESP classroom: a case of medical English at an applied medical college in Saudi Arabia. International Journal of Linguistics, Literature and Translation, 2(3), 19-35.
Amiri, M., & Fatemi, A. H. (2014). The impact of content-based instruction on students’ achievement in ESP courses and their language learning orientation. Theory and Practice in Language Studies, 4(10), 2157-2167.
Anthony, L. (2011). Products, processes and practitioners: A critical look at the importance of specificity in ESP. Taiwan International ESP Journal, 3(2), 1-18.
Atkinson, D. (1993). Teaching Monolingual Classes. London: Longman.
Barara, D. (1993). Motivating Students. San Francisco: Jossey-Bass Publishers.
Basturkmen, H. (2006). Ideas and options in English for Specific Purposes. Mahwah, NJ: Lawrence Erlbaum Associates.
Basturkmen, H. (2010). Developing Courses in English for Specific Purposes. New York: Palgrave Macmillan.
Belcher, D. (2009). What ESP is and can be: An introduction. In D. Belcher (Ed.), English for specific purposes in theory and practice (pp. 1-20). Ann Arbor, MN: University of Michigan Press.
Brinton, D. M. (1993). Content-based instruction and English for specific purposes: Same, or different? TESOL Matters, 3(4), 9.
Brinton, D. M. (2003). Content-based instruction. In D. Nunan (Ed.), Practical English language teaching (pp. 200-224). New York: McGraw Hill.
Brinton, D. M. (2013). Content-based instruction in English for specific purposes. In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics (pp. 897–906). Oxford: Blackwell.
Brinton, D. M., & Snow, M. A. (Eds.) (2017). The Content-Based Classroom: Perspectives on Integrating. Language and Content. (2nd Ed.). Ann Arbor, MI: University of Michigan Press.
Brinton, D. M., Snow, M. A., & Wesche, M. B. (1989). Content-based second language instruction. New York, NY: Newbury House.
Brinton, D. M., Snow, M. A., & Wesche, M. B. (2003). Content-based second language instruction (Classics ed.). Ann Arbor, MI: University of Michigan Press.
British Council. (1980). Team-Teaching in ESP. London: The British Council.
Brown, R. A. (2009). Curriculum consonance and dissonance in technology education classrooms. Journal of Technology Education, 20(2), 8-22.
Carver, D. (1983). Some propositions about ESP. The ESP Journal, 2, 131-137
Chávez, M. (1998). Learner’s perspective on authenticity. International Review of Applied Linguistics in Language Teaching, 36(4), 277-307.
Chen, C. C. (2007). Using Culture as Content in English Instructions. Selected Papers from the 1st National Conference on College English, 1, 89-124.
Chen, Y. (2011). The institutional turn and the crisis of ESP pedagogy in Taiwan. Taiwan International ESP Journal, 3(1), 17-30.
Cheng, A., & Anthony, L. (2014). ESP research in Asia. English for Specific Purposes, 33, 1-3.
Chien, C. & Hsu, M. (2010). A case study of incorporating ESP instruction into the university English course. Procedia - Social and Behavioral Sciences, 9, 1885-1888.
Chirobocea, O. (2018). Translation as language learning technique and the use of L1 in ESP classes. Learners’ perceptions. “Ovidius” University Annals, Economic Sciences Series, 18(2), 221-227.
Coffey, B. (1985). ESP - English for Specific Purposes. In V. Kinsella (Ed.), Cambridge Language Teaching Surveys 3 (pp. 78-93). Cambridge: Cambridge University Press.
Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal behavior, 11, 671-684.
Cruickshank, K. (2009). EAP in secondary schools. In D. Belcher (Ed.), English for specific purposes in theory and practice (pp. 22-40). Ann Arbor, MN: University of Michigan Press.
Dudley-Evans, T., & St John, M. J. (1998). Developments in English for Specific Purposes: A multi-disciplinary approach. Cambridge, England: Cambridge University Press.
Dueñas, M. (2004). The whats, whys, hows and whos of content-based instruction in second/foreign language education. International Journal of English Studies, 4(1), 73-96.
Gatehouse, K. (2001). Key issues in English for specific purposes (ESP) curriculum development. The Internet TESL Journal. The Internet TESL Journal, 7(10). Retrieved from http://iteslj.org/Articles/Gatehouse-ESP.html
Gladman, A. (2015). Team Teaching Is Not Just for Teachers! Student Perspectives on the Collaborative Classroom. TESOL Journal, 6(1), 130-148. doi: 10.1002/tesj.144
Gonzalez, D., & St. Louis, R. (2002). Content-based English for specific purposes course design: The case study of English for Architecture. In J. Crandall & D. Kaufman (Eds.), Content-based instruction in higher education settings (pp. 93-106). Alexandria, VA: TESOL.
Guariento, W., & Morley, J. (2001). Text and task authenticity in the EFL classroom. ELT Journal, 55, 347-353.
Harding, K. (2007). English for Specific Purposes. New York: Oxford.
Hua, T. L. (2013). Preparing students for future employment? An exploratory study of English language education in vocational high schools in Taiwan. Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/8477/
Hua, T. L., & Beverton, S. (2013). General or vocational English courses for Taiwanese students in vocational high schools? Students’ perceptions of their English courses and their relevance to their future career. Educational Research of Policy and Practice, 12(2), 101-120.
Huang, K. (2016). Review of Current developments in English for academic and specific purposes: Local innovations and global perspectives. English for Specific Purposes, 44, 82-86.
Huang L. M., & Li, L. (Eds.) (2008). English education and English for specific purposes. Shih Chien University, Taipei: Crane Publishing.
Huang, Y. P. (2012). Design and implementation of English-medium courses in higher education in Taiwan: A qualitative case study. English Teaching & Learning, 36 (1), 1-51.
Hutchison, T., & Waters, A. (1987). English for Specific Purposes: A learning-centered approach. Cambridge, England: Cambridge University Press.
Ho, B. (2011). Solving the problems of designing and teaching a packed English for specific purposes course. New Horizon in Education, 59(1).119-136.
Hyland, K. (2002). Specificity revisited: How far should we go now? English for Specific Purposes, 21(4), 385-395.
Johns, A. M. (1988). The discourse communities’ dilemma: Identifying transferable skills for the academic milieu. English for Specific Purposes, 7, 55-60.
Kang, C. C. (2010). Creative teaching for ESP courses: An empirical study. Studies in English Language and Literature, 25, 81-100.
Kayaoglu, M. N. (2012). The use of mother tongue in foreign language teaching from teachers’ practice and perspective. Pamukkale University Faculty of Education Journal, 32 (2), 25-35. doi: 10.9779/PUJE492
Kelly, A. V. (2009). The curriculum: Theory and practice (6th ed.). Thousand Oaks, CA: Sage.
Kennedy, C., & Bolitho, R. (1991). English for Specific Purposes. London: Macmillan.
Krashen, S. D. (1982). Principles and Practice in second language acquisition. Oxford: Pergamon.
Krzanowski, M. (2008). Foreword from the editor. In M. Krzanowski (Ed.), Current developments in English for academic, specific and occupational purposes (pp. 1-2). Reading: Garnet Education.
Leaver, B. L. & Stryker, S. B. (1989). Content-based instruction for foreign language classroom. Foreign Language Annals, 22(3), 269–275.
Lin, C. H. (2017, November). Investigating the effects of ESP courses on students’ attitudes towards EMI in Taiwan’s higher education. Paper presented at the 2017 International Conference on English for Specific Purposes, Taipei, Taiwan.
Liu, Y. M. (2002). A case study of the application of portfolio assessment to English drama teaching in a vocational school. Journal of National Taiwan Normal University, 47(2), 159-174.
Lo, Y. H. (2011a). ESP versus EGP: A case study of an ESP program for vocational high school students of tourism. Taiwan International ESP Journal, 3(2), 71-100.
Lo, Y. H. (2011b). In response to glocalization: A cross-case analysis of three ESP (English for specific purposes) programs. Studies in English Language and Literature, 27, 93-103.
Lo, Y. F., & Sheu, C. M. (2008) The design, implementation, and evaluation of an English tour guide project. The Asian ESP Journal, 4(2), 79-95.
Long, M. H., & Crookes, G. (1992). Three approaches to task-based syllabus design. TESOL Quarterly, 26, 27–47.
Luo, J. & Garner, M. (2017). The Challenges and Opportunities for English Teachers in Teaching ESP in China. Journal of Language Teaching and Research, 8(1), 81–86.
Master, P. (1997). ESP teacher education in the U.S.A. In R. Howard & G. Brown (Eds.), Teacher education for LSP (pp. 22-40). Clevedon, UK: Multilingual Matters.
McKay, S. L. (2003). Toward an appropriate EIL pedagogy: Re-examining common ELT assumptions. International Journal of Applied Linguistics, 13(1), 1-22.
Merriam, S. (1992). Qualitative research and case study applications in education. San Francisco Jossey-Bass.
Munby, J. (1978). Communicative syllabus design. Cambridge: Cambridge University Press.
Murphy, J. M., & Stoller, F. L. (Eds.). (2001). Sustained-content language teaching: An emerging definition. TESOL Journal, 10(2/3), 3-5.
Nation, P. (2003). The role of the first language in foreign language learning. Asian EFL Journal, 5(2), 1-8.
Nation, I. S. P., & Macalister, J. (2010). Language curriculum design. New York, NY: Routledge.
Poedjiastutie, D. (2017). The pedagogical challenges of English for specific purposes (ESP) teaching at the University of Muhammadiyah Malang, Indonesia. Academic Journals, 12(6), 338-349.
Robinson, P. (1991). ESP today: A practitioner’s guide. Hemel Hempstead: Prentice-Hall International.
Rogers, V. (1989). Assessing the curriculum experienced by children. Phi Delta Kappan, 70(9), 714-717.
Saliu, B. (2013). Challenges for learners/ teachers in the ESP course for legal studies. SEEU Review, 9(1), 1-8. doi: 10.2478/seeur-2013-0001.
Sandholtz, J. H. (2000). Interdisciplinary team teaching as a form of professional development. Teacher Education Quarterly, 27(3), 39-54.
Schugurensky, D. (2002). The eight curricula of multicultural citizenship education. Multicultural Education, 10(1), 2-6.
Shabani, M. B., & Ghasemi, A. (2014). The effect of task-based language teaching (TBLT) and content-based language teaching (CBLT) on the Iranian intermediate ESP learners’ reading comprehension. Procedia - Social and Behavioral Sciences, 98, 1713-1721.
Stewart, T. (2001). Raising the status of ESP educators through integrated team teaching. Asian Journal of English Language Teaching, 11, 45-67.
Stewart, T. (2018a). Expanding possibilities for ESP practitioners through interdisciplinary team teaching. In Y. Kırkgöz & K. Dikilitaş (Eds.), Key issues in English for specific purposes in higher education (pp. 141–156). New York, NY: Springer.
Stewart, T. (2018b). Team teaching collaborations: Contact, conflict, and empowerment. JACET Journal, 62.
Stewart, T., Sagliano, M., & Sagliano, J. (2000). An alternative team teaching model forcontent-based instruction. Asia-Pacific Journal of Teacher Education & Development, 3(1), 211 – 243.
Strevens, P. (1977). Special-purpose language learning: A perspective. Survey article. Language Teaching and Linguistics: Abstracts, 10(3), 145-163.
Sysoyev, P. (2000). Developing an English for specific purposes course using a learner centered approach: A Russian experience. The Internet TESL Journal, 6(3). Retrieved from http://iteslj.org/Techniques/Sysoyev-ESP.html
Tajino, Akira, & Tajino, Yasuko (2000) Native and Non-Native: What Can They Offer? Lessons from Team Teaching in Japan, ELT Journal, 54, pp. 3-11.
Tsao, C.H., Wei, M.S., & Fang, S.H. (2008). ESP for college students in Taiwan: A survey of student and faculty perceptions. Proceedings of 2008 International Symposium on ESP, 245-262. Kaohsiung, Taiwan: Fooyin University.
Teemant, A., Bernhardt, E., & Rodriguez-Munoz, M. (1997), Collaborating with content-area teachers: What we need to share, M. A. Snow & D. Brinton (Eds.), The context-based classroom: Perspectives on integrating language and context, 311-318, White Plains, NY: Longman.
Thornton, S. J. (1988). Curriculum consonance in United States history classrooms. Journal of Curriculum and Supervision, 3(4), 308-320.
Todd, R. (2003). EAP or TEAP? Journal of English for Academic Purposes, 2(2), 147-156. doi: 10.1016/S1475-1585(03)00014-6
Tsao, C. H. (2011). English for specific purposes in the EFL context: A survey of student and faculty perceptions. The Asian ESP Journal, 7(2), 125-148.
Tsao, W., & Kao, S. M. (Eds.) (2013). Towards a new paradigm for English teaching and learning in higher education in Taiwan. Taipei, Taiwan: Bookman Books, Ltd.
Tsou, W., & Chen, F. (2014). ESP program evaluation framework: Description and application to a Taiwanese university ESP program. English for Specific Purposes, 33, 39-53.
Upton, T. A. (2012). Current issues in ESP materials. Taiwan International ESP Journal, 4(1), 45-65.
van den Hoonaard, D. K. (2012). Qualitative research in action: A Canadian primer. Toronto, Canada: Oxford University Press.
Watanabe, Y., Norris, J. M., & Gonzalez-Lloret, M. (2009). Identifying and responding to evaluation needs in college foreign language programs. In J. M. Norris, J. Davis, C. Sinicrope, & Y. Watanabe (Eds.), Toward useful program evaluation in college foreign language education (pp. 5-56). Honolulu, HI: University of Hawaii, National Foreign Language Resource Center.
Werner, W. (1991). Curriculum and uncertainty. In R. Ghosh & D. Ray (Eds.), Social change and education in Canada (pp. 105-115.) Toronto: Harcourt Brace Jovanovich.
Wesche, M. B. (1993). Discipline-based approaches to language study: Research issues and outcomes. In M. Krueger & F. Ryan (Eds.), Language and content: Discipline- and content-based approaches to language study (pp. 57-82). Lexington, MA: D. C. Heath.
Wu, W. C. (2011). Needs Analysis of ESP among Hospitality and Tourism-related Majors at Technical Universities in Central Taiwan. In Li, L. T., Chuang, W. C., Tsai, W. L., & Chiang, T. T. (Eds.). English education and English for specific purposes (pp. 157-180). Taipei: Crane Publishing.
Xenodohidis, T. H. (2002). An ESP Curriculum for Greek EFL Students of Computing: A New Approach. ESP World, 2(1). Retrieved from http://www.esp- world.info/index.html
Yin, R. K. (2014). Case study research: Design and methods (5th ed.). Thousand Oaks, CA: Sage.
Yogman, J., & Kaylani, C. (1996). ESP program design for mixed level students. English for Specific Purposes, 15, 311-324.
Yu, K. H. (2011). A scheme for tailoring an ESP course at university of technology. Studies in English Language and Literature, 27, 75-81.
陳淑嬌（2014）。全球化下的臺灣英文教育：政策、教學及成果。教育人力與專業發展，31(2)，7－20。[Chen, S. C. (2014). Quan qiu hua xia de tai wan ying wen jiao yu: Zheng ce, jiao xue ji cheng guo. Educators and Professional Development, 31(2), 7-20.]
張武昌（2006）。臺灣的英語教育：現況與省思。教育資料與研究雙月刊，69， 129－144。[Chang, W. C. (2006). Tai wan de ying yu jiao yu: Xian kuang yu sheng si. Educational Resources and Research, 69, 129-144.]
陳美紀、李文清（2007）。高職學生英文學習策略及英文學習成就關係研究。商業職業教育，105，2－11。[Chen, M. J., & Li, W. Q. (2007). Gao zhi xue sheng ying wen xue xi ce lue ji ying wen xue xi cheng jiu guan xi yan jiu. Business Education Quarterly, 105, 2-11.]
黃自來（1990）。高級職業學校英文教學研究。英語教學新象，285－304。[Huang, T. L. (1990). Gao ji zhi ye xue xiao ying wen jiao xue yan jiu. New orientations in English language teaching (pp. 285-304). Taipei: Crane Publishing.]
林茂松（1995）。中華民國技職教育體系與普通教育體系英語文教學比較研究（一）高中高職篇。行政院國家科學委員會專題研究計畫成果報告，NSC 83-0301-H-001-004。[Lin, M. S. (1995). Zhong hua min guo ji zhi jiao yu ti xi yu pu tong jiao yu ti xi ying yu wen jiao xue bi jiao yan jiu (I): Gao zhong gao zhi pian (A comparative study of English teaching and learning between vocational and normal educational system in Taiwan (R.O. C.) (I): Senior high school and vocation high school), National Science Council Project Final Report (NSC No.:83-0301-H-001-004).]
羅美貞（2000）。高職英文教學面臨的困境與因應。商業職業教育，76，18－28。[Lo, M. Z. (2000). Gao zhi ying wen jiao xue mian lin de kun jing yu yin ying (Difficulties and solutions of vocational high school English education), Business Education Quarterly, 76, 18-28.]
高翠穗（2002）。對不同分組類型下低成就學生自然科學習結果之研究(未出版之博士論文)。國立台中師範學院，臺中市。
施玉惠、黃美金、林茂松（1997）。高職英語文教學問題之探討（座談會）。第十四屆中華民國英語文教學研討會論文集，425。台北：文鶴。[Shi, Y. H., Huang, M. C., & Lin, M. S. (1997). Gao zhi ying yu wen jiao xue wen ti zhi tan tao (zuo tan hui), Proceedings of the 14th National Conference on English Language Teaching and Learning, 425. Taipei: Crane Publishing.]
施玉惠、林茂松、黃崇術、葉健芬（2000）。四技二專英文考試對高職英文教學之影響。第九屆中華民國英語文教學國際研討會論文集，586－596。台北：文鶴。[Shi, Y. H., Lin, M. S., Huang, C. S., & Yeh, C. F. (2000). Si ji er zhuan ying wen kao shi dui gao zhi ying wen jiao xue zhi ying xiang. Proceedings of the 9th International Conference on English Language Teaching and Learning, 586-596. Taipei: Crane Publishing.]
洪銓修、羅寶珠（1995）。高職英文教師對英語文教育之觀點研究。全國技職體系英語教學學術研討會論文集，121－145。[Hung, C. H., & Lo, B. Z. (1995). Gao zhi ying wqen jiao shi dui ying yu wen jiao yu zhi guan dian yan jiu [A study of perspectives of vocational high school English teachers towards English education], Proceedings of the 10th National Technological and Vocational Education, 121-145.]
游毓玲、陳柏年（2014）。被遺忘的高職英語文教學—談十二年國教下的高職英語文教學。中等教育，65(3)，88－107。[Yu, Y. L., & Chen, P. N. (2014). The Vocational High School English Education in Taiwan. Secondary Education, 65(3), 88-107.] |
| Description: | 碩士
國立政治大學
英國語文學系
104551007 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0104551007 |
| Data Type: | thesis |
| DOI: | 10.6814/NCCU202100063 |
| Appears in Collections: | [英國語文學系] 學位論文
|
Files in This Item:
| File |
Description |
Size | Format | |
|---|
| 100701.pdf | | 72994Kb | Adobe PDF2 | 96 | View/Open |
|
All items in 政大典藏 are protected by copyright, with all rights reserved.
|
