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研究生:林燕裕
研究生(外文):Yen-yu Lin
論文名稱:台灣南部科技大學應用外語系之課程分析暨需求研究
論文名稱(外文):Analysis of Course Designs for Applied English Departments in Southern Taiwan
指導教授:鍾榮富鍾榮富引用關係
指導教授(外文):Raung-fu Chung
學位類別:碩士
校院名稱:國立高雄師範大學
系所名稱:英語學系
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2003
畢業學年度:91
語文別:英文
論文頁數:92
中文關鍵詞:應用外語課程設計
外文關鍵詞:Applied English Departmentcourse designs
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本研究旨在探討台灣南部科技大學應用外語系之課程分析暨需求研究。主要針對應用外語系之課程設計內涵能否符合畢業生在職場上的工作需求做分析。此外,並檢視應用外語系的課程設計與職場需求兩者的關係來分析畢業生在職場上所應具備的各項語言與專業能力。
本研究以分別來自7所台灣南部科技大學應用外語系的23位教師及278位學生,和來自楠梓加工出口區與路竹工業園區總共62位的國貿公司主管老闆為研究對象。本研究者藉由問卷調查得知教師組、學生組,以及職場主管組對應用外語系課程設計意涵之看法以及畢業生在語言與專業方面的職業要求現況。本研究分析採用次數 (Frequency) 及百分比 (Percentage) ,其重要研究結果摘要如下:
1. 台灣南部科技大學應用外語系之課程設計主要強調學生的基本英語能力訓練課程。
2. 英文的聽、說、讀、寫,及文法五項能力被視為是學生所應具備的最重要基本能力。
3. 本研究顯示,台灣南部7所科技大學應用外語系的課程設計內容沒有顯著的差異。
4. 基礎的英語能力訓練課程被認為最值得學生學習且符合職場需求。
5. 擁有像溝通與翻譯方面的英文能力是進入商業與貿易領域的最基本要求。
6. 台灣南部科技大學應用外語系之課程設計基本上符合職場需求。
7. 本研究發現,職場主管認為教師應多培養學生有關職業倫理道德方面的觀念,而不是只訓練學生的專業知識或能力而已。
8. 第二外語能力以及高階英文能力在商用職場上需求量大,然而,具備高EQ及積極學習態度的人才卻更受職場青睞。
根據以上的結果,應用外語系的課程規劃可參考下列建議:
1. “應用外語”的定義需被謹慎地再思考。課程設計者應該仔細思考何謂“應 用”,以及要如何將其應用在“應用外語”上。
2. 在課程設計規劃之前,應對學生做一個“程度分級測驗”,使課程設計能適合學生的程度與能力。
3. 課程設計若以學生的語言專業程度和興趣為依據,相信應用外語系的課程規劃將能具其獨特的教學特色,且能符合學生的需求。
ABSTRACT
This study explored the course designs for Applied English Department (AED) in the Universities of Science and Technology in Southern Taiwan. Specifically, the contents of the AED’s course designs were probed to see what courses were worthy of learning and can fit with students’ job requirements. In addition, the relationship between the course designs of AED and the work needs was examined to show the language and professional abilities a graduate of AED should retain to be qualified for the position.
The subjects of this study were 23 teachers and 278 students from 7 Universities of Science and Technology in Southern Taiwan, and 62 employers from international trade companies in Nan-tze Export Processing Zone (N. E. P. Z.) and Lu-chu Industrial Park. The researcher divided the subjects into three groups- Group 1 (G1), the 23 teachers, Group 2 (G2), the 278 students, and Group 3 (G3), the 62 employers in order to investigate and compare their opinions and perceptions of course designs of the AED and to discuss the relationship between the AED’s course designs and the job needs. Two questionnaires were designed for either group to inquire into the subjects’ opinions of questions related to the aspects above. The data from all the questionnaires were respectively analyzed and displayed as frequency and percentage counts but some open-ended questions were described and served as explanation for related items.
The main findings are summarized as follows:
1. The course designs for Applied English Department in Southern Taiwan focus mainly on students’ initial English training oriented courses.
2. The five arts of language, listening, speaking, reading, writing, and grammar, are significantly viewed as the most important skills for students.
3. There is no significant difference among the contents of course designs for these seven Applied English Departments in Southern Taiwan.
4. The majority of the Basic English Training Oriented courses are considered to be worth learning to meet the job needs.
5. Possessing good English abilities, such as communication and interpretation, is the main requirement of being hired in business field and trading area.
6. The course designs of Applied English Departments in Southern Taiwan initially meet the job needs.
7. The teachers should pay more attention on the education of vocational ethics and morality and should take these aspects into consideration but not only provide students the professional training or knowledge.
8. The second foreign language and the advanced English competencies are required significantly in the business area. The personnel with high EQ and active learning attitudes would be much more welcome in a vocational occasion.
Granted on the research findings, three pedagogical implications for the course
designs of AED are provided.
1. The definition of so called “Applied English” should be re-considered cautiously. The course designers should go back to the very first point, thinking about what “Applied” means and how it can apply to “Applied English.”
2. Before the courses are designed, there should be placement test, which is intended to provide information which will help to place students at the stage of the teaching programme most appropriate to their abilities.
3. If the courses are designed according to students’ language and professional levels and their interests, it is believed that the course designs of Applied English Department can have its specific teaching characteristics and can meet what students really need.
TABLE OF CONTENTS
CHAPTER ONE INTRODUCTION
1.1 Background and Motivation ................................................. 1
1.2 Statement of the Problem ........................................................ 4
1.3 Research Questions .................................................................... 5
1.4 Purposes of this Study ................................................................ 5
1.5 Significance of the Study ............................................................. 6
1.6 Definitions of the Terms ...............................................................6
1.7 Limitations of the Study .........................................................8
CHAPTER TWO LITERATURE REVIEW
2.1 The overview of Curriculum and Syllabus ....................................................9
2.1.1 The Definitions of Curriculum .............................................................10
2.1.2 The Definition of A Syllabus ...............................................................10
2.1.3 The Components of A Curriculum .......................................................11
2.1.4 The Types of Syllabuses .......................................................................14
2.2 Course Design ...............................................................................................16
2.2.1 Approaches to Course Design ..............................................................17
2.3 Needs Analysis ...........................................................................................18
2.3.1 The Definition of Needs ....................................................................18
2.3.2 The Definition of Needs Analysis ....................................................... 19
2.3.3 The Approaches to Needs Analysis ..................................................... 20
2.4 The Goals and Objects ..................................................................................23
2.4.1 The Definition of Goals ........................................................................23
2.4.2 The Definition of Objectives ................................................................23
2.4.3 The Relationship of Goals and Objectives ...........................................24
2.5 English for Specific Purposes (ESP) .............................................................24
2.5.1 The Criteria to ESP ..............................................................................25
2.5.2 Syllabus and Course Design for ESP .................................................. 25
2.5.3 Materials for ESP ................................................................................ 27
2.5.4 Evaluation and Testing in ESP ............................................................ 28
CHAPTER THREE METHODOLOGY
3.1 Research Design ........................................................................................... 31
3.2 Subjects ........................................................................................................ 32
3.3 Instruments ................................................................................................... 34
3.4 Procedures .................................................................................................... 36
3.5 Data Analysis ............................................................................................... 37
CHAPTER FOUR FINDINGS AND DISCUSSION
4.0 Results and Discussion of the Questionnaires under the Four Research
Questions………….........................…………………...................................39
4.1 Part I ……………………....................................……………………..……40
4.1.1 Results ………………………..................……………………....……40
4.1.2 Summary & Discussion ……………………… ..........……………….49
4.2 Part II …………………...............………………………………..........……51
4.2.1 Results …………………………………………………...............51
4.2.2 Summary & Discussion……………………………........…..60
4.3 Part III………………......................................……………………........…..62
4.3.1 Results ……………….............…………………………….......……62
4.3.1.1 The Reasons of the Alternative of Possessing Good English
Abilities ...................................................................63
4.3.1.2 The Reasons of the Alternative of Possessing Sufficient
Professional Knowledge ………………....……………………..63
4.3.2 Summary & Discussion ………………………………....................…65
4.4 Part IV………………………………..........………………..............………67
4.4.1 Results ………………………............……………..................………67
4.4.2 Summary & Discussion……........………………......................….......71
CHAPTER FIVE CONCLUSION, IMPLICATION AND DUGGESTIONS
5.1 Conclusions ……………………………………………...............................73
5.2 Pedagogical Implications …………………………............................……..75
5.3 Suggestions for Further Research ………………............................……….77
REFERENCES …………………………………………………………...………….79
APPENDIXES
Appendix A …………………………………………………………………….85
Appendix B …………………………………………………………………..90
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