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研究生:余睿珊
研究生(外文):Ruei-shan Yu
論文名稱:專業英語課程教師教學計畫與學生觀點之個案研究
論文名稱(外文):Teacher’s Course Planning and Students’ Perspectives in a Course of English for Specific Purposes: A Case Study
指導教授:洪銓修洪銓修引用關係
指導教授(外文):Chuan-hsiu Hung
學位類別:碩士
校院名稱:國立雲林科技大學
系所名稱:應用外語系碩士班
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:2013
畢業學年度:101
語文別:英文
論文頁數:121
中文關鍵詞:專業英語商用會話教學學生觀點課程規劃
外文關鍵詞:English for specific purpose (ESP)business conversation instructioncourse planningstudent perspectives
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本研究旨在探討專業英語課程授課教師之課程計畫,以及學生對其課程學習成果之看法。本研究經採用立意選樣(purposeful sampling),一名任教於中部某科技大學之專業英語教師與十二位修課學生參與本研究。
為了解教師對於專業英語課程之課程計畫,本研究採用多元質性資料蒐集方式,包含訪談轉譯資料、實地觀察筆記以及相關教學文件資料, 並採用持續比較法分析質性資料。分析重點包含: 一、專業英語課程教學架構;二、影響專業英語課程教師課程計畫要素;三、學生對於專業英語課程學習成果之觀點。
本研究主要發現如下:一、專業英語課程之教學架構主要構成要素為—目標規劃(formulation of goals)、教材選擇(material selection)、教學方法(teaching approaches)、循環式教學過程 (recurrent teaching and learning cycle)、以及評量(evaluation)。二、構成參與研究教師之專業英語課程計畫為&;not;—教師信念 (teacher beliefs)、學生導向教學(learner-centered approach)及教學限制(instructional constraints)。三、四大要素構成學生對於專業英語課程之觀點—教師專業知識之功效(teacher expertise)、學生學習成果(students’ learning outcome)、衝突與矛盾(contradiction and conflict)、以及反思與期許。研究者並根據以上辨認之關鍵要素,研擬一項有效專業英語課程之學習理論模式:需求分析(need analysis)、教師專才(teacher expertise)、實境教材(authentic material)、實作活動( hands-on activities)及即時回饋(instant feedback)。
整體而言,本研究結果顯示,專業英語課程教師須考量學生學習背景與未來需求作為課程規劃的核心,進而設計出一套更加完善的專業英語課程。本研究提供給專業程發展規劃之建議如下: 一、授課前必須執行學生需求分析以決定學生學習趣向;二、實境教材之運用有助於提升學生學習動機;三、情境模擬教學活動幫助學生對於實際語言之理解與應用。
This study aimed to describe and explain a teacher’s course planning in a course of English for Specific Purpose (ESP) and students’ perspectives toward the outcome of their learning process. By using qualitative method of purpose sampling, one teacher and twelve students from technological university located in central Taiwan were selected to participate in this study.
To capture a holistic understanding of the teacher’s course planning, qualitative procedures were employed to analyze the collected data, including interview transcripts, field notes and related documents. The analysis of data centered on (a) the instructional framework of the teacher participant’s course planning in the ESP course, (b) the major elements that constituted the teacher participant’s course planning in the ESP course, and (c) student participants’ perspectives towards the learning outcome of the ESP course.
The major findings were provided as follows. First, five components including (a) formulation of goals, (b)material selection, (c) teaching approaches, (d) recurrent teaching and learning cycle and (e) evaluation were identified to formed the instructional framework in this ESP course. Second, three identified elements that constituted the teacher’s course planning in this ESP course referred to (a) teacher beliefs, (b) learner-centered approach and (c) instructional constraints. Finally, student participants’ perspectives toward the outcome of the teacher’s course planning were revealed. Students’ perspectives were concluded as four major categories, which included (a) teacher expertise, (b) students’ learning outcome, (c) contradictions and conflict and (d) reflection and expectation. With identifying the critical factors in the ESP course, a theoretical model was constructed to describe an effective ESP instruction: (a) need analysis, (b) teacher expertise, (c) authentic material, (d) hands-on activities, and (e) instant feedback.
Overall, the findings shed light on ESP course planning. Recommendations for ESP course development thus focus on: (a) need analysis should be conducted prior to the class to decide learners’ learning preference, (b) The use of authentic material enhance learners’ learning motivation, and (c) simulated instructional activities help learners gain hands-on experience in real-world language utilization.
TABLE OF CONTENTS
ABSTRACT (CHINESE)......i
ABSTRACT (ENGLISH)......ii
ACKNOWLEDGEMNT..........iv
TABLE OF CONTENTS.......v
LIST OF TABLES..........viii
LIST OF FIGURES.........ix
CHAPTER ONE INTRODUCTION…………1
Background of the Study………….1
Purpose of the Study............4
Definition of Terms.............4
Significance of the Study.......6
CHAPTER TWO LITERATURE REVIEW...8
An Overview of ESP..............8
the Development of ESP..........8
Classification and Definition of ESP....10
Need Analysis...................11
Curriculum Development in ESP...14
Role of ESP Teachers............17
Curriculum Development in Business English Course............ 18
Related Studies to ESP.............................. 20
Need Analysis in ESP Course Design...... 20
Teachers’ and Students’ Perception toward ESP...... 21
Curriculum Development in ESP............ 23
CHAPTER THREE METHODOLOGY...... 25
Research Design...... 25
Selection of Participant...... 26
Instrument...... 28
Classroom Observation...... 28
Interviews...... 29
The Construction of Interview Questions...... 30
Data Collection Procedure...... 33
Data Analysis……………………………………………………………………34
Constant Comparative Method...... 36
CHAPTER FOUR RESULTS...... 37
Framework for ESP Instruction in the Business English Conversation Course ......37
Major factors Influencing the Teacher’s Course Planning...... 44
Element I: Teacher Belief...... 45
Element II: Learner-centered Approach...... 49
Element III: Instructional Constraints...... 52
Major Elements Constituting Students’ Perspectives toward the English for Specific Purpose Course ......54
Element I: Teacher Expertise…………………………………………… 56
Element II: Students Learning Outcome...... 61
Element III: Contradictions and Conflict...... 65
Element IV: Reflection and Expectation 69
Summary………………………………………………………………………73
CHAPTER FIVE DISCUSSION AND CONCLUSION...... 75
Summary of Findings...... 75
Discussions...... 82
Development of the Model...... 87
Pedagogical Implication...... 91
Limitation of the Study...... 92
Suggestions for Future Research...... 93
REFERENCES...... 94
APPENDICES...... 106
Appendix A Informed Consent (Teacher Version)...... 107
Appendix B Informed Consent (Teacher Version)...... 109
Appendix C Demographic Information Questionnaire (Teacher Version)...... 111
Appendix D Demographic Information Questionnaire (Student Version)...... 113
Appendix E Interview Questions for the Teacher Participant...... 115
Appendix F Interview Questions for the Student Participant...... 118
Appendix G Course Syllabus…………………………………………………120

LIST OF TABLES
Table 3-1 Demographic Data of the Teacher Participant …………………………27
Table 3-2 Subject Matter Courses Taught by the Teacher Participant…………………28
Table 3-3 Types of the Interview Questions for the Teacher Participant………………30
Table 3-4 Type of Interview Questions for Student Participants………………………32
Table 4-1 Major Elements Constituting the Teacher''s Course Planning………………44
Table 4-2 Major Elements Constituting Students’ Perspectives toward
the Course of English for Specific Purpose Course…………………………55

LIST OF FIGURES
Figure 2-1 ESP Classification by Professional Area …………………………………..12
Figure 2-2 Factors Affecting ESP Course Design ……………………………………..15
Figure 4-1 Framework of the Goal-directed ESP Course………………………………38
Figure 4-2 A Conceptual Map of Student Participants’ Perspectives
toward the Course of English for Specific Purposes ………………55
Figure 5-1 The Theoretical Model of Effective ESP Course…………………………87
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