臺灣博碩士論文加值系統

隨著全球化的快速發展，英語逐漸成為不同語言使用者在國際間通用的溝通及文化交流媒介。然而，使用英語作為溝通工具在母語非英語人士之間進行國際交流者占大多數，但卻少有研究著重在以英語為外語學習者，參與一個針對母語非英語人士之間的交流所設計之英語學習課程的影響以及學習成效。
本研究主要目的為檢視一個短期學習課程設計的教學成效，並從兩方面作評估：(一)參與學生學習態度的轉變；(二)參與教授對於改進未來類似課程的看法。十一位來自日本的大學生，參與了台灣一所科技大學所舉辦為期九天的英語與華語跨文化學習課程。本研究分別執行課程調查問卷(包含前、後測)、課程滿意度評量及課後訪談。
本研究之研究結果可歸納為以下三點：首先，透過參與此學習課程，學生的英語學習動機和自我認知語言能力皆有所提升。其次，日本和台灣的教授都肯定此學習課程之效益，但學生的整體表現仍待加強。最後，教授群為學習課程之進一步發展提供了一些建議，使學生能在以英語為外語之真實情境下使用語言，除了建立日本和台灣學生之間良好的互動關係，也得以促進彼此間的交流合作。根據以上結果，本研究進而提出適用於舉辦短期學習課程之方法。

As globalization speeds, English has been a common international medium of communication and culture exchange among speakers. However, most of the international communication is conducted between non-native English speakers (NNESs). Few studies looked into the effects and learning outcomes of English as a foreign language (EFL) learners in a non-native English speakers with non-native English speakers (NNESs-NNESs) study program.
The purpose of the study is to investigate the teaching effectiveness of a short-term program design, viewing from the changes of students’ attitudes and instructors’ perceptions for future improvements of similar programs. A total number of 11 Japanese college students joined English/Mandarin and Culture Study Program (EMC Program) at a technological university in Taiwan for nine days. Four instruments were implemented, including pre-survey, post-survey, final evaluation, and post-program interview.
Three major findings were obtained from the study. First, the students’ motivation and perception of language in learning English have improved through participating in the program. Second, the instructors of both Japan and Taiwan considered the program effective, but the students’ performance was expected to be strengthened. Third, some suggestions were provided for further developments, giving the students greater authenticity when using language in EFL contexts and promoting social interactions and collaboration between Japanese and Taiwanese students. Finally, pedagogical implications and recommendations grounded from the results provided applicable methods for the implementation of short-term study programs.

摘要 i
Abstract ii
Acknowledgement iii
Table of Contents iv
List of Tables vii
List of Figures VIII

CHAPTER I INTRODUCTION 1
1.1 Background 1
1.2 Purpose of the Study 3
1.3 Significance of the Study 4
1.4 Definitions of Terms 4
1.5 Organization of the Study 6

CHAPTER II LITERATURE REVIEW 7
2.1 The Overview of EFL Program 7
2.2 Curriculum Development 8
2.2.1 Curriculum Development Model 8
2.2.2 Teachers in Curriculum Development 9
2.3 Course Objective 10
2.3.1 Types of Course Objective 11
2.4 Course Organization 12
2.5 Curriculum Evaluation 13
2.5.1 Evaluation Instruments 13
2.5.2 Evaluation Purposes 13
2.5.3 Program and Curriculum Effectiveness 14
2.5.4 Types of Evaluation 14
2.6 Issues in Teaching 15
2.7 Examples of EFL Course Design 15
2.8 Summary of the Chapter 17

CHAPTER III RESEARCH METHODOLOGY 18
3.1 The Research Design 18
3.1.1 Participants 19
3.1.2 Settings and Program 21
3.2 Instruments 23
3.3 Data Collection 24
3.3.1 Pre-survey 25
3.3.2 Post-survey 28
3.3.3 Final Evaluation 29
3.3.4 Post-program Interview 32
3.4 Summary of the Chapter 34

CHAPTER IV DATA ANALYSIS AND RESULTS 36
4.1 Pre-survey 36
4.1.1 Motivation 37
4.1.2 English as a Foreign Language (EFL) 38
4.1.3 Course Design and Arrangement 39
4.2 Post-survey 41
4.2.1 Motivation 41
4.2.2 English as a Foreign Language (EFL) 42
4.2.3 Course Design and Arrangement 43
4.3 Final Evaluation 46
4.3.1 Students’ Opinions and Suggestions 48
4.4 Post-program Interview 51
4.4.1 Japanese Students’ Perceptions 51
4.4.2 Japanese Instructors’ Perspectives 55
4.4.3 Taiwanese Instructors’ Opinions 59
4.5 Summary of the Chapter 65

CHAPTER V DISCUSSIONS AND CONCLUSIONS 67
5.1 Answers to Research Questions 67
5.1.1 The Changes in Students’ Perceptions toward Program Effectiveness 67
5.1.2 The Instructors’ Perceptions toward Program Effectiveness 69
5.1.3 The Needed Improvements for Future Similar Program 70
5.2 Pedagogical Implications 70
5.3 Limitations and Recommendations for Future Research 71
5.4 Conclusions 72

References 73
APPENDIX A: Consent Form 76
APPENDIX B: Pre-survey 77
APPENDIX C: Post-survey 80
APPENDIX D: Final Evaluation 83
APPENDIX E: Post-program Interview Questions for the Japanese students 86
APPENDIX F: Post-program Interview Questions for the Japanese Instructors 87
APPENDIX G: Post-program Interview Questions for the Taiwanese Instructors 88

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