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研究生:張碧芬
研究生(外文):Bi-fen Chang
論文名稱:混合式教學對科技大學學生學習商用英語搭配詞之效益研究
論文名稱(外文):EFFECTS OF BLENDED INSTRUCTION ON BUSINESS ENGLISH COLLOCATION LEARNING FOR STUDENTS AT A UNIVERSITY OF TECHNOLOGY IN TAIWAN
指導教授:張玉玲張玉玲引用關係
指導教授(外文):Ye-ling Chang
學位類別:博士
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:2012
畢業學年度:100
語文別:英文
論文頁數:196
中文關鍵詞:電腦中介傳播專業英文搭配詞商用英文混合式教學
外文關鍵詞:CMCESPCollocationBusiness EnglishBlended Instruction
相關次數:
  • 被引用被引用:2
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論文摘要:
本研究旨目的在於探討混合式教學對科技大學學生使用商用英語搭配詞之學習效益。本研究以崑山科技大學國貿系九十五位大一學生為研究對象,並將該學生分成實驗組(四十五人)與控制組(五十人)。控制組接受傳統式商用英語搭配詞教學,而實驗組接受混合式商用英語搭配詞教學。首先,針對實驗組與控制組學生之商用英文搭配詞表現以獨立樣本t檢定進行比較研究。接著,就隨實驗組與控制組學生對於商用英文搭配詞知覺的回應以獨立樣本t檢定來進行比較。再來,針對實驗式組對於商用英文搭配詞平台(http://elearning.ksu.edu.tw/ learn/index.php)教學設計的回應以敘述統計來進行分析。最後,實驗組學生對於商用英文搭配詞知覺、商用英文搭配詞平台教學設計回應以及商用英文搭配詞表現之相關性以相關分析進行量化與值化分析。

本研究之主要發現摘要如下:

一、在商用英文搭配詞教學課程後,實驗組學生前後測之商用英文搭配詞測驗有顯著的差異,控制組亦有顯著差異。進而,兩組學生在商用英文後測上有顯著差異,而且實驗組之表現較控制組佳。

二、在商用英文搭配詞教學課程後,實驗組學生前後測在五大類型商用英文詞義搭配詞成績有顯著的差異,控制組亦有顯著差異。

三、兩組學生在教過商用英文搭配詞測驗後測成績上有顯著差異。進而,實驗組之表現較控制組佳。另一方面,兩組學生在未教過商用英文搭配詞測驗後測成績無顯著差異。

四、在商用英文搭配詞教學課程結束後,兩組學生在商用英文搭配詞知覺無顯著差異。

五、實驗組組學生對商用英文搭配詞平台教學設計抱持正面回應,特別是在互動性與線上討論方面予以肯定。進而,大部分實驗組學生認為商用英文單字之不足與文法知識不足為影響他們在使用平台時對課程的理解不足。此外,實驗組學生建議使用中文解釋以及豐富的多媒體,並使平台之教學課程更加容易理解及有趣。

六、依據相關分析的結果顯示,實驗組學生對於商用英文搭配詞知覺、參與商用英文搭配詞平台活動,商用英文搭配詞能力三者之關係呈現正相關。

根據上述研究發現,研究者提供幾項教學建議。期望混合式教學可以促進學生學習商用英語之專業素養並提升其使用能力。

ABSTRACT

This study aims to investigate the effect of the blended instruction on business English collocation learning for the students at Kun-shan University of Technology. To achieve the purpose, the researcher recruited 95 undergraduate freshmen in the department of international trade. The study was conducted for 16 weeks. The control group (CG) received traditional business English collocation instruction (traditional BECI); while the experimental group (the EG) received blended business English collocation instruction (blended BECI). Specifically, the business English collocation performance of the CG and the EG was compared by independent samples t-test. Second, the CG’s and the EG’s awareness of business English collocation was explored by independent samples t-test. Third, the EG’s responses to the instructional design of the business E-collocation Platform (http://elearning.ksu.edu.tw/learn/ index. php) were investigated by descriptive statistics. Finally, the correlations among the EG’s business English collocation performance, their awareness of the business English collocation and those to the instructional design of the business E-Collocation Platform were analyzed quantitatively and qualitatively by correlation analysis.

Based on the data analysis, the major findings of the study are summarized as follows:

1. There is a significant difference in the CG’s business English collocation performance before and after the study; so is that in the EG’s. In addition, there is a significant difference in the performance between the CG and the EG after the study. The EG’s test performance outperformed the CG’s.

2. There is a significant difference in the CG’s business English collocation performance in terms of five types of lexical collocation before and after the BECI, so is that in the EG’s.

3. There is a significant difference between the EG’s and the CG’s performance on untaught business English collocation after the study. In addition, the EG’s test performance outperformed the CG’s. On the other hand, there is no significant difference in the performance of the taught business English collocation between the CG’s and EG’s after the study.

4. There are no significant differences between the CG’s and EG’s awareness of business English collocation after the study.

5. Most of the EG showed positive responses to the interactivity and online communication of instructional design of the E-collocation platform. As for the difficulties in learning business English collocation, most of the EG considered their insufficient knowledge of business English vocabulary and their poor grammatical knowledge were the top two difficulties. As for the suggestions for using business English collocation, the EG suggested use of L1 and multimedia to make the blended BECI more comprehensible and interesting.

6. There is a positive correlation among the EG’s awareness of Business English collocation, responses to the instructional design and business English collocation performance in the blended BECI.

Based on the study findings, some pedagogical implications are provided. Hopefully, the blended instruction can help promote the students’ literacy and their applying ability of business English collocation

TABLE OF CONTENTS
Page
CHAPTER ONE INTRODUCTION 1
Background and Motivation 1
Statements of Problems 8
Purposes of the Study 10
Research Questions 11
Significance of the Study 11
Limitations of the Study 12
Definitions of Terms 13
Organization of the Chapters 15

CHAPTER TWO LITERATURE REVIEW 17
Notions of General English, English for
Specific Purposes, and Business English 17
English for General Purposes 18
English for Specific Purposes 19
Impacts of Business English 22
Collocations and English Instruction 23
The Nature of Collocation 24
Collocation Types 28
Collocation, Idioms and Free Combinations 30
Collocation Errors 34
Studies on Applying Collocation in EFL
Instruction 36
Integrating Computer-mediated Communication and
Blended Learning 39
Computer-Mediated Communication 40
CMC and Language Learning 42
Blended Learning in Language Instruction 46
Summary 49

CHAPTER THREE METHODOLOGY 51
Subjects 51
Instruments 52
Teaching Materials 53
Sample Lesson Plans for the EG and the CG 54
The E- Collocation Platform 56
The General English Proficiency Test 63
A Business English Collocation Test 63
A Questionnaire on the Student Awareness
of Business English Collocation 65
A Questionnaire on the EG’s Responses to
The Instructional Design in the
E-Collocation Platform 66
Results of the Pilot Study 67
Procedures 71
Data Analysis 74
Quantitative Analysis 74
Qualitative Analysis 75

CHAPTER FOUR RESULTS AND DISCUSSIONS 77
Effects of the BECI the EG’s and CG’s Business
English Collocation Performance 77
Comparison of the CG’s and the EG’s
Business English Collocation Performance
Before and After the BECI 78
Comparison of the CG’s and the EG’s
Performance on Five Types of Lexical
Collocation before and after the BECI 81
Comparison of the CG’s and the EG’s’
Performance on Taught and Untaught
Business English Collocation before
and after the BECI 86
Comparison between the EG’s and CG’s
Awareness of Business English Collocation
after the BECI 93
The EG’s Responses to the E-Collocation
Platform 96
The EG’s Responses to the Instructional
Design of the E-collocation Platform 96
The EG’s Suggestions for the Instructional
Design of E-collocation Platform 109
Correlations among the EG’s Awareness of
Business English Collocation, Responses to
the Instructional Design and Business
English Collocation Performance
after the BECI 119

CHAPTER FIVE CONCLUSIONS, IMPLICATIONS AND
SUGGESTIONS 125
Conclusions 125
Implications 129
Suggestions 131

REFERENCES 133

APPENDIXES 157
Appendix A-1: Worksheet 1: Business English
Collocation 157
Appendix A-2: Worksheet 2: Business English
Collocation 158
Appendix B: The Business English Collocation
Test 159
Appendix C-1: A Questionnaire on the Student
Awareness of Business English Collocation
(Chinese Version) 167
Appendix C-2: A Questionnaire on the Student
Awareness of Business English Collocation
(English Version) 169
Appendix D: Reliability of the Questionnaire
on the Student Awareness of Business English
Collocation 171
Appendix E: Validity of the Questionnaire
on the Student Awareness of Business English
Collocation 172
Appendix F-1: A Questionnaire on the Student
Responses to The Instructional Design in
the E-Collocation Platform (Chinese Version)173
Appendix F-2: A Questionnaire on the Student
Responses to The Instructional Design in
the E-Collocation Platform (English Version)175
Appendix G: Reliability of the Questionnaire
on the Student Responses to the Instructional
Design in the E-Collocation Platform 178
Appendix H: Validity of the Questionnaire on
the Student Responses to the Instructional
Design in the E-Collocation Platform 179
Appendix I-1: A Sample Lesson Plan on Teaching
of Business English Collocation for
the Control Group 180
Appendix I-2: A Sample Lesson Plan on Teaching
of Business English Collocation for the
Experimental Group 183
Appendix J: A Sample Handout of Business
English Collocation for Promotion 186

LIST OF TABLES

Table Page

1. Comparison among Collocation, Idioms, and Free Word
Combinations 32
2. Distributions of E-Collocation Types in the Business
English Collocation Test 64
3. The Correlations between the Pretest and the
Post-test for the Pilot-Study Groups 69
4. Comparison of the EG’s and CG’s Business English
Collocation Performance before the BECI in
the Pilot Study 70
5. Comparison of the EG’s and CG’s Business English
Collocation Performance after the BECI in
the Pilot Study 70
6. Comparison of the EG’s and the CG’s Business
English Collocation Performance before the BECI 78
7. Comparison of the CG’s and EG’s Business English
Collocation Performance before and after the BECI 79
8. Comparison of the EG’s and CG’s Business English
Collocation Performance after the BECI 81
9. Comparison of the CG’s and the EG’s’ Business
English Collocation Performance on Five Types of
Lexical Collocation Before and After the BECI 82
10. Comparison of the CG’s’ Business English
Collocation Performance on Five Types of Lexical
Collocation Before and After the BECI 84
11. Comparison of the EG’s Business English Collocation
Performance on Five Types of Lexical Collocation
Before and After the BECI 85
12. The CG’s Performance on Taught Business English
Collocation Before and After the BECI 87
13. Comparison of the EG’s Performance on Taught
Business English Collocation Before and After
the BECI 87
14. Comparison of the EG’s and CG’s’ Performance on
Taught Business English Collocation After
the BECI 88
15. Comparison of the CG’s Performance of Untaught
Business English Collocation Before and After
the BECI 89
16. Comparison of The EG’s Performance of Untaught
Business English Collocation Before and After
the BECI 90
17. Comparison of the EG’s and CG’s Performance of
Untaught Business English Collocation After
The BECI 91
18. Comparison of the CG’s and the EG’s Awareness of
Business English Collocation 94
19. Descriptive Statistics Results of the EG’s Responses
to the Instructional Design of the E-collocation
Platform 97
20. The EG’s Responses to Usefulness in the
Instructional Design the E-Collocation Platform 105
21. The EG’s Responses to Difficulties in Using the
E-Collocation Platform 106
22. The EG’s Reasons for Difficulties in Using the
E-collocation Platform after the BECI 109
23. The EG’s Suggestions fort the Instructional
Design of E-collocation Platform 116
24. Correlations among the EG’s Awareness of Business
English Collocation, Responses to Instructional
Design, and Business English Collocation
Performance in the BECI 120

LIST OF FIGURES

Figures Page

1. A sample page of Area of the E-Collocation Platform 57
2. A sample page of Section of the E-Collocation
Platform 58
3. A sample page of Section Quizzes of the E-Collocation
Platform 59
4. A sample page of the Area Online KWIC Concordancer of
the E-Collocation Platform 60
5. A sample page of the Forum of the E-Collocation
Platform 61
6. A flow chart for the instructional design of the
E-collocation Platform 62
7. A flow chart of the study procedures 72

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