臺灣博碩士論文加值系統

本研究探討臺灣某大型國際航空公司新進修護人員的航機英文課程，先期研究發現，針對甫自臺灣大專院校航太相關科系的學生訪談結果，目前大學的英文教育，絕大多採取普及英文教育方式，並未針對學生的職涯規劃，進行專業英文的指導。本研究旨在探究課堂的教學翻譯法，將一般英文轉換成專業科技英文的過程。研究對象為台灣某家國際航空公司所遴選的新進修護技術人員，參與公司內部職前英文訓練，課堂使用教學翻譯法。研究資料蒐集方法，使用質化和量化研究法，藉以瞭解工程學科背景的學生，對於教學翻譯的學習態度和學習成效。研究結果發現，學生針對教學翻譯法教授專業科技英文，大多抱持正面的學習態度，其學習專業英文的方式，和一般英文採取相同的學習策略；惟工程科系的專業英文教材，宜考慮使用與文本敍述內容相符的多媒體科技影音和圖解進行協同教學，藉以強化文字的解析能力，同時透過影像和聲音，也可以訓練專業英文的聽解能力，補強專業英文教師缺乏的工程學科專業知識；課堂使用教學翻譯法，宜使用雙語並進的教室語言，並加強產學合作，以英文作為專業學習的媒介，增進學生專業素養，並建立國際認可的航空修護專業之語言測驗，俾能導引航機修護技術人員的英文教育。研究也發現，新進修護技術人員在密集的專業英文教育後，對於辨析航空技術手冊中的專業語言特徵能力，受益良多。

The purpose of this study is to investigate a language program to prospective aviation maintenance technicians (AMTs) in one of major airlines in Taiwan. Pilot study targeting new college graduates from aeronautics and avionics departments in Taiwan suggests that English courses offered at schools were primarily for general purposes but not for the students’ disciplinary career. The heightening concerns are the factors, which may successfully transform from English for General Purposes (EGP) to English for Occupational Purposes (EOP) in technologies by pedagogical translation instruction from target language to native language. Participants were new recruits of ATMs attending mandatory in-house English program that classroom instruction was through pedagogical translation. Data were gathered based on triangulation analysis, aiming on the participants’ perceptional need toward teaching methodology in EFL/EOP technical discourse. The results were shown that learners adopted similar GE learning strategies in ESP classroom, but preferred multimedia, like videos, audio or illustrations into classroom activities to facilitate text comprehension. Other factors like bilingual coach, hand-on experiences, academy-industry alliance, and standardized licensing language test for AMTs may help steer technical English education. The findings also indicated that participants benefited from linguistic distinction and cultural-related features through aircraft manual readings after intensified translation practices.

Abstract
Acknowledgement
List of Figures
List of Tables
CHAPTER ONE INTRODUCTION
Background of the Study
Purpose of the Study
Statement of the Research Questions
Definition of Key Terms
Significance of the Study
CHAPTER TWO LITERATURE REVIEW
Overview of English for Specific Purposes (ESP)
Definition and Classification of ESP
Theoretical Approach to ESP Course
Native Language and Aviation Maintenance Work
Theoretical Approach to Pedagogical Translation in ESP
Needs Analysis
Literature of Pedagogical Translation in ESP Context
CHAPTER THREE METHODLOGY
Research Context
Participants
Instrumentation
Material
Procedures
Data Analysis
CHAPTER FOUR RESULTS AND DISCUSSIONS
Perception of L1 and Pedagogical Translation
Beliefs in Translation Methodology
Perceptions toward Translation as a Learning Strategy
Application of Pedagogical Translation in EOP Class
Literal Translation in EOP Classroom
Language Necessities
English for Aircraft Maintenance Technicians
Learners Attitude
Learners’ Language Needs
Language Needs in EOP Classroom
Institutional Attitude
Language Lacks
Reading Difficulty for Technical Reading among Participants
The Gaps between EOP Learners and Administrative Authorities
Translation Performance at the Pre- and Post- ESP Program
Translation Test Results of the Pretest and Posttest
Mitigation Strategies for TE Classroom Activities
CHAPTER FIVE CONCLUSION
Summary of the Study
Implications for ESP teaching and Teacher
Implications for Materials Development
Implication for Aeronautics Authorities
Limitation of the Study and Suggestions for Future Research
REFERENCES
APPENDIX A
Questionnaire for Learners’ Perception on Pedagogical Translation
APPENDIX B
Questionnaire for Learners’ Perception on Pedagogical Translation
APPENDIX C
Interview Guide

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