跳到主要內容

臺灣博碩士論文加值系統

(18.205.192.201) 您好!臺灣時間:2021/08/05 10:50
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果 :::

詳目顯示

: 
twitterline
研究生:吳曉琪
論文名稱:台灣英語主修學生於商用英語課程修習字彙之學習策略:個案研究
論文名稱(外文):The Vocabulary Learning Strategies of Undergraduate Taiwanese English Majors Enrolled in a Business English Course: A Case Study
指導教授:鍾乃森
指導教授(外文):Nathan B. Jones
學位類別:碩士
校院名稱:國立清華大學
系所名稱:外國語文學系
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:2004
畢業學年度:92
語文別:英文
論文頁數:135
中文關鍵詞:商業字彙學習策略英語主修學生台灣
外文關鍵詞:Business vocabularyLearning strategiesEnglish majorsTaiwan
相關次數:
  • 被引用被引用:0
  • 點閱點閱:285
  • 評分評分:
  • 下載下載:73
  • 收藏至我的研究室書目清單書目收藏:7
本研究主旨在於調查與描述十九位台灣大學生學習英文商業字彙與觀念的策略。這十九位大學生中,有十八位為外國語文系之學生,其主修科目為英語;一位則為經濟學系之學生。期能藉由深入了解他們如何學習與記住英文商業字彙與觀念,進而探討教師在教授外國語文系學生商用英語課程時,如何幫助這些非商業主修的學生以語言為工具,認識與研讀另一專門領域。
此研究所探討的問題共有三項:一、當學生第一次研讀英文商業文章,碰到英文商業字彙與觀念時,他們使用何種學習策略幫助自己了解這些字彙與觀念;二、在接下來的課程中,學生們是否逐漸地調整自己的學習策略,以便讓自己可以了解所遇到的英文商業字彙與觀念。如果有調整學習策略的話,那改變又是為何呢?三、如何以本研究所得到的結果應用於商用英語課程大綱之設計上。
研究結果顯示:一、學生在研究過程中,的確逐步改變或調整個人的學習策略,並且願意嘗試新的學習策略幫助自己了解英文商業字彙與觀念:二、後設認知日誌可以幫助學生思考、計劃、監控與評量自己的學習狀況。建議教師在教導商用英語時,可以加入此項教學工具;三、大部分的學生都習慣使用直接學習策略來了解文章,也就是重心都放置在如何了解目標語上。建議教師可以培養學生使用間接學習策略,亦即幫助他們學習如何安排與規劃個人的學習歷程;四、學習策略是可以被教授的。建議教師可以計劃性地教導學生不同的學習策略,讓學生可以運用不同的學習策略,幫助個人能夠以更有效和更快的方法學習課業。
The study intended to unveil the business vocabulary learning strategies employed by 19 university participants who majored in English and who majored in Economics in the local context of Taiwan. Three principal instruments (1) the ESL/EFL version of the SILL, (2) metacognitive journals, and (3) a written survey were administered in this study. The data were analyzed by following the procedures of the Constant Comparative Method The identified business vocabulary learning strategies were categorized into six sections—Memory, Cognitive, Compensation, Metacognitive, Affective, and Social strategies.
The findings of the study suggested that (1) participants varied their strategies to master the business vocabulary and concepts and were willing to explore more strategies for comprehension; (2) teachers who instruct Business English courses can incorporate metacognitive journals into the course because this instrument can help students think, plan, monitor, and assess their own learning process; (3) as most students tend to use more direct strategies, which directly deal with the target language itself, teachers can help their students develop strategies from direct ones to indirect ones, which can help them learn the management of learning; (4) teachers instructing the course of Business English can teach students learning strategies so that they can have more opportunities to contact different learning methods and learn how to study more effectively and efficiently at the same time.
Page
摘要…………………...……………………………………………………….. i
ABSTRACT…………………………………………………………………… ii
ACKNOWLEDGEMENTS…………………………………………………… iii
TABLE OF CONTENTS……………………………………………………… iv
LIST OF FIGURES……………………………………………………………. viii
LIST OF TABLES……………………………………………………………... viii

CHAPTER
1. INTRODUCTION……………………………………………………….. 1
1.1 Background………………………………………………………... 1
1.2 Purpose of the Study………………………………………………. 2
1.3 Research Questions………………………………………………... 2
1.4 Scope of the Study………………………………………………… 3
1.5 Definition of Terms……………………………………………….. 3
1.5.1 Business English…………………………………………….. 3
1.5.2 Learning Strategies…………………………………………... 4
1.5.3 Metacognitive Journal……………………………………….. 4
1.5.4 Case Study…………………………………………………… 4
1.6 Organization of the Thesis………………………………………… 5

2. LITERATURE REVIEW………………………………………………… 6
Introduction……………………………………………………………. 6
2.1 The Role of Needs Analysis in Business English…………………. 6
2.2 A Variety of Approaches in Teaching Business English…………… 8
2.2.1 The Library…………………………………………………... 8
2.2.2 The Internet and the World Wide Web………………………. 9
2.2.3 Cooperative Learning………………………………………... 9
2.2.4 Simulation Activities………………………………………… 10
2.2.5 Others………………………………………………………... 10
2.3 Research Related to Business Vocabulary…………………………. 11
2.4 A Summary of Adult Vocabulary Learning Strategies……………... 12
2.4.1 The Approach of Survey in Vocabulary Learning Strategies... 12
2.4.2 A Variety of Approaches in Studying Vocabulary Learning
Strategies……………………………………………………... 14
2.5 Conclusion…………………………………………………………. 17
Page
3. RESEARCH DESIGN AND METHODOLOGY……………………….. 18
Introduction……………………………………………………………. 18
3.1 Qualitative Case Study…………………………………………….. 18
3.2 Participants………………………………………………………… 23
3.3 Description of the Business English Course………………………. 24
3.4 Training and Instruments………………………………………….. 24
3.4.1 Metacognitive Journal Demonstration and Training………… 24
3.4.2 The Administration of the ESL/EFL SILL…………………... 26
3.4.3 Writing Metacognitive Journals……………………………... 26
3.4.4 The Responses to the Questionnaire………………………… 27
3.5 Procedures of the Study…………………………………………… 28
3.5.1 The Initial Administration of the ESL/EFL SILL…………… 28
3.5.2 Demonstration and Training of a Metacognitive Journal……. 28
3.5.3 The Metacognitive Journal Assignment……………………... 29
3.5.4 The Second Administration of the ESL/EFL SILL………….. 29
3.5.5 The Questionnaire…………………………………………… 29
3.6 Data Analysis……………………………………………………… 30
3.6.1 Analyzing Participants’ ESL/EFL Version of the SILL……… 31
3.6.2 Analyzing Metacognitive Journals…………………………... 32
3.6.3 Analyzing Surveys…………………………………………… 33
3.7 Conclusion…………………………………………………………. 33

4. RESULTS OF THE STUDY……………………………………………... 35
Introduction……………………………………………………………. 35
4.1 Results of the Administration of the ESL/EFL SILL……………… 37
4.1.1 Results of the Initial Administration of the ESL/EFL SILL…. 37
4.1.2 Results of the Second Administration of the ESL/EFL SILL.. 38
4.2 Results of Metacognitive Journals………………………………… 41
4.2.1 Results of the First Metacognitive Journals…………………. 41
4.2.1.1 The Results of the First Question in the First
Metacognitive Journals………………………………. 41
4.2.1.2 The Results of the Second Question in the First
Metacognitive Jurnals………………………………... 43
4.2.1.3 The Results of the Third Question in the First
Metacognitive Journals………………………………. 45
4.2.1.4 The Results of the Fourth Question in the First
Metacognitive Journals………………………………. 45
Page
4.2.1.4.1 Memory Strategies…………………………. 49
4.2.1.4.2 Cognitive Strategies…………………….….. 50
4.2.1.4.3 Compensation Strategies…………………... 52
4.2.1.4.4 Metacognitive Strategies…………………... 53
4.2.1.5 The Results of the Fifth Question in the First
Metacognitive Journals……………………………… 54
4.2.2 Results of the Second Metacognitive Journals………………. 55
4.2.2.1 The Results of the First Question in the Second
Metacognitive Journals……………………………… 55
4.2.2.2 The Results of the Second Question in the Second
Metacognitive Journals…………………………….. 56
4.2.2.3 The Results of the Third Question in the Second
Metacognitive Journals………………………………. 57
4.2.2.4 The Results of the Fourth Question in the Second
Metacognitive Journals………………………………. 57
4.2.2.4.1 Memory Strategies…………………………. 60
4.2.2.4.2 Cognitive Strategies………………………... 61
4.2.2.4.3 Compensation Strategies…………………... 61
4.2.2.4.4 Metacognitive Strategies…………………... 62
4.2.2.5 The Results of the Fifth Question in the Second
Metacognitive Journals………………………………. 63
4.2.3 Results of the Third Metacognitive Journals………………… 65
4.2.3.1 The Results of the First Question in the Third
Metacognitive Journals………………………………. 65
4.2.3.2 The Results of the Second Question in the Third
Metacognitive Journals………………………………. 66
4.2.3.3 The Results of the Third Question in the Third
Metacognitive Journals………………………………. 67
4.2.3.4 The Results of the Fourth Question in the Third
Metacognitive Journals………………………………. 67
4.2.3.4.1 Memory Strategies…………………………. 71
4.2.3.4.2 Cognitive Strategies………………………... 71
4.2.3.4.3 Compensation Strategies…………………... 73
4.2.3.4.4 Metacognitive Strategies…………………... 73
4.2.3.5 The Results of the Fifth Question in the Third
Metacognitive Journals………………………………. 75
4.2.4 Results of the Fourth Metacognitive Journals……………….. 76
Page
4.2.4.1 The Results of the First Question in the Fourth
Metacognitive Journals………………………………. 76
4.2.4.2 The Results of the Second Question in the Fourth
Metacognitive Journals………………………………. 77
4.2.4.3 The Results of the Third Question in the Fourth
Metacognitive Journals………………………………. 78
4.2.4.4 The Results of the Fourth Question in the Fourth
Metacognitive Journals………………………………. 78
4.2.4.4.1 Memory Strategies…………………………. 82
4.2.4.4.2 Cognitive Strategies………………………... 82
4.2.4.4.3 Compensation Strategies…………………... 83
4.2.4.4.4 Metacognitive Strategies…………………... 83
4.2.4.4.5 Affective Strategies………………………… 84
4.2.4.4.6 Social Strategies…………………………… 85
4.2.4.5 The Results of the Fifth Question in the Fourth
Metacognitive Journals………………………………. 86
4.3 Results of the Final Survey………………………………………... 87
4.3.1 The Results of the First Survey Question……………………. 87
4.3.2 The Results of the Second Survey Question………………… 89
4.3.3 The Results of the Third Survey Question…………………... 90
4.3.4 The Results of the Fourth Survey Question…………………. 91
4.3.5 The Results of the Fifth Survey Question…………………… 92

5. SUMMARY, DISCUSSION, AND IMPLICATION……………………... 95
Introduction……………………………………………………………. 95
5.1 Review and Discussion of the Results…………………………….. 95
5.1.1 The First Research Question………………………………… 96
5.1.2 The Second Research Question……………………………… 97
5.1.3 The Third Research Question………………………………... 98
5.2 Pedagogical Implication…………………………………………… 115
5.3 Research Limitations and Recommendations for Future Research... 116

REFERENCES………………………………………………………………… 118
APPENDIX……………………………………………………………………. 124
Alexander, R. (1988). Examining the spoken English of European business studies: Purposes, problems and perspectives. System, I6 (1), 8-41.

Alm, C. T. (1996). Using student journals to improve the academic quality of internships. Journal of Education for Business, 72, 113-115.

Chamot, A. U., and Küpper, L. (1989). Learning strategies in foreign language instruction. Foreign Language Annals, 22(1), 13-24.

Chang, H. F. (2000). A study of Business English course in technology and vocational school. Selected Papers from the Ninth International Symposium on English Teaching,167-177, Taipei: Crane Publishing Co.

Chen, H. J. (1998). Second language vocabulary learning strategies: A preliminary investigation of Chinese EFL learners. The Proceedings of the Seventh International Symposium on English Teaching, 219-230, Taipei: Crane Publishing Co.

Chen, P. C. (1996). ESP: A holistic instructional approach for college business English teaching. Tainan: Fuh-Wen Book Co.

Cohen, L., and Manion, L. (1989) Research methods in education, 3rd ed. London: Routledge.

Cole, B. C., and Smith, D. L. (1993). Cooperative learning strategies for teaching adult Business English. Journal of Education for Business, 68(3), 170-173.

Cothran, B. F. (1987). Languages for business means business for languages. Paper presented at the Languages and communication for World business and the Professions. (Eric Document Reproduction Service No.: ED 293312).

Denzin, N. K. (1970). The Research act: A theoretical introduction to sociological methods. Chicago: Aldine.

Ellis, M., and Johnson, C. (1994). Teaching Business English. Oxford University Press.

Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L.B. Resnick (Ed.), The Nature of intelligence, Hillsdale, NJ: Lawrence Erlbaum.

Flavell, J. H. (1987). Speculations about the nature and development of metacognition. In F. Weinert and R. Klauwe (Eds.), Metacognition, motivation and understanding (pp. 21-30). Hillsdale, NJ: Lawrence Erlbaum.

Gay, L. R., and Airasian, P. (2000). Educational research: Competencies for analysis and application. New Jersey: Prentice-Hall.

Glaser, B. G., and Strauss, A.L. (1967). The Discovery of grounded theory. Chicago: Aldine.

Goetz, J. P., and LeCompte, M. D. (1984). Ethnography and qualitative design in educational research. Orlando, Fla.: Academic Press.

Guba, E. G., and Lincoln, Y. S. (1981). Effective evaluation. San Francisco: Jossey-Bass.

Halatin, T. J., and Eure, J. D. (1992). Building a realistic business vocabulary: A challenge for educators. Journal of Education for Business, 67(5), 275-278.

Hall, S. (1991). The effects of split information tasks on the acquisition of mathematics vocabulary. Unpublished MA thesis, Victoria University of Wellington.

Hiemstra, K. M. (2002). Library-based assignments that enrich the business communication course. Business Communication Quarterly, 65(3), 55-63.

Holter, N. C. (1994). Team assignments can be effective cooperative learning techniques. Journal of Education for Business, 70(2), 73-76.

Huang, S. C. (2000). Needs analysis for business English—the perspective of working students. The Proceedings of the 9th International Symposium on English Teaching, 381-392. Taipei: Crane Publishing Co.

Huang, S. C., Browne, P. J., and Chung, J. M. (1998). Incorporating resume writing and job search into business English class. The Proceedings of the Seventh International Symposium on English Teaching, 487-498. Taipei: Crane Publishing Co.

Huang, S. C., and Chung, J. M. (2000). Learning subject matter in a whole English environment—exploring relevant factors affecting student performance. Proceedings of the 9th Conference on English Teaching and Learning in the Republic of China, 14-23. Taipei: Crane Publishing Co.

Hutchinson, T., and Waters, A. (1987). English for specific purposes: A learner centered approach. Cambridge: Cambridge University Press.

Joe, A. (1995). Text-based tasks and incidental vocabulary learning. Second Language Research, 11(2), 149-158.

Jones, N. B. (1995). Business writing, Chinese students, and communicative language teaching. TESOL Journal, 4(3), 12-15.

Kennedy, M. M. (1979). Generalizing from single case studies. Evaluation Quarterly, 3, 661-679.

Kojic-Sabo, I., and Lightbown, M. P. (1999). Students’ approaches to vocabulary learning and their relationship to success. The Modern Language Journal, 83, ii, 176-192.

Lesley, T. (1975). English through business and business through English. Paper presented at the annual meeting of the Teachers of English to Speakers of Other Languages. (Eric Document Reproduction Service No.: ED 122595).

Lincoln, Y. S., and Guba, E. G.. (1985). Naturalistic Inquiry. Newbury Park, Calif: Sage.

McCrindle, A. R., and Christensen, C. A. (1995). The impact of learning journals on metacognitive and cognitive processes and learning performance. Learning and Instruction, (5), 167-185.

McGarry, R.G. (1998). Professional writing for business administration: An adjunct content-based course. TESOL Journal, 7(6), 28-31.

Merriam, S. B. (1988). Case study research in education: A qualitative approach. San Francisco: Jossey-Bass.

Newton. J. (1995). Task-based interaction and incidental vocabulary learning: A case study. Second Language Research, 11(2), 159-177.

O’Malley, J. (1987). The effects of training in the use of learning strategies on learning English as a second language. In A. Wenden and J. Rubin (Eds.). Learner Strategies in Language Learning (pp. 133-144). Englewood Cliffs, NJ: Prentice-Hall.

O’Malley, J. M., Chamot, A. U., Stewner-Manzanares, G., and Küpper, L. (1985). Learning strategy applications with students of English as a second language. TESOL Quarterly, 19(3), 557-584.

Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York: Newbury House.

Oxford, R. L., and Burry-Stock, J. A. (1995). Assessing the use of language learning strategies worldwide with the ESL/EFL version of the Strategy Inventory for Language Learning (SILL). System, 23(4), 1-23.

Oxford, R. L., and Scarcella, R. C. (1994). Second language vocabulary learning among adults: State of the art in vocabulary instruction. System, 22(2), 231-243.

Ragothaman, S., and Hoadley, D. (1997). Integrating the Internet and the World Wide Web into the business classroom: A synthesis. Journal of Education for Business, 72, 213-216.

Reiss, M. A. (1985). The good language learner: Another look. Canadian Modern Language Review, 41, 511-523.

Rieber, L.J. (1992). The role of cooperative writing in the business communication classroom: A research direction for the 1990s. The Bulletin of the Association for Business Communication, 60(2), 32-34.

Robbins, T. L. (1994). Meaningfulness and community in the classroom: The role of teamwork in business education. Journal of Education for Business, 69(6), 312-316.

Rothstein, Vandergriff, J., and Gilsor, J. T. (1988). Paper presented at the annual meeting of the Conference on College Composition and Communication, St. Louis. MO.
Rubin, J. (1981). Study of cognitive processes in second language learning. Applied Linguistics, 11, 118-131.

Sanaoui, R. (1990, June). Second language learners’ approaches to vocabulary lerning. Paper presented at the Annual conference of the Canadian Society for the Study of Education, Victoria, British Columbia.

Sanaoui, R. (1992). Vocabulary learning and teaching in French as a second language classrooms. Unpublished doctoral dissertation, University of Toronto.

Sanaoui, R. (1993, April). Vocabulary learning and instruction in French as a second language classrooms. Paper presented at the annual meeting of the American Educational Research Association, Atlanta, GA.

Sanaoui, R. (1995). Adult learners’ approaches to learning vocabulary in second languages. The Modern Language Journal, (79), 15-28.

Schleppegrell, M., and Royster, L. (1990). Business English: An international survey. English for Specific Purposes, 9(1), 3-16.

Schmitt, N. (1997). Vocabulary learning strategies. In. Schmitt, N, & McCarthy, M. (Eds.) Vocabulary: Description, acquisition, and pedagogy. Cambridge: Cambridge University Press.

Schmitt, N., and Schmitt, D. R. (1993). Identifying and assessing vocabulary learning strategies. Paper presented at the Thai TESOL Bulletin, 5(4), 27-33. (Eric Document Reproduction Service No.: 380994).

Slavin, R. E. (1991). Synthesis of research on cooperative learning. Educational Leadership, 48(5), 71-82.

Simcock, M. (1993). Developing productive vocabulary using the ‘ask and answer’ technique. Guidelines, 15,1-7.

Smith, L. M. (1978). An evolving logic of participant observation, educational ethnography and other case studies. In L. Shulman (Ed.), Review of Research in Education. Itasca, IL: Peacock.

St John, M. J. (1996). Business is booming: Business English in the 1990s. English for Specific Purposes, 15(1), 3-18.

Tsai, M. J. (1998). A course design for business English. The Proceedings of the 7th International Symposium on English Teaching, 797-808. Taipei: Crane Publishing Co.

Tsui, C. J. (1992). English business communication skills training needs of non-native English-speaking managers: A case in Taiwan. The Bulletin of the Association for Business Communication, 60(1), 40-41.

Walker, R. (1980). The conduct of educational case studies: Ethics, theory and procedures. In W. B. Dockerell & D. Hamilton (Eds.), Rethinking educational research. London: Hodder & Stoughton.

Webb, S. (1994). Strategies for expanding undergraduate course offerings in foreign language for business. Paper presented at the Annual Conference on Languages and Communication for World Business and the Professions. (Eric Document Reproduction Service No.: ED377716).

Wilson, S. (1979). Explorations of the usefulness of case study evaluations. Evaluation Quarterly, 3, 446-459.

Yang, A. Y. (2001). Discussion of the problems and suggestions in teaching business English. The Proceedings of 2001 International Conference on the Application of English Teaching, 176-181. Taipei: Crane Publishing Co.

Yin, R. K. (1994). Case study research: Design and methods. Thousand Oaks: Sage Publications.

許蔚農. (1997).專業英文表達困境之探討。收錄於“The Proceedings of the Sixth International Symposium on English Teaching”論文集中。244-250頁。台北:文鶴出版公司。
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top