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研究生:董慕文
研究生(外文):DONG, MU-WUN
論文名稱:共同英文課程設計—以某臺灣科技大學應用外語學系為例
論文名稱(外文):General English Curriculum Design: An Example of the Department of Applied Foreign Languages at University of Technology in Taiwan
指導教授:林志青林志青引用關係
指導教授(外文):Lin, Chih-chin
口試委員:蔡漢民吳唯邦
口試委員(外文):TSAI, HAN-MINWU, WEI-BON
口試日期:2020-07-28
學位類別:碩士
校院名稱:國立金門大學
系所名稱:語言與跨文化碩士班
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:2020
畢業學年度:108
語文別:英文
論文頁數:109
中文關鍵詞:課程設計共同英文
外文關鍵詞:Curriculum deignsGeneral English
相關次數:
  • 被引用被引用:0
  • 點閱點閱:114
  • 評分評分:
  • 下載下載:7
  • 收藏至我的研究室書目清單書目收藏:0
本研究主要目的是探討如何事前規劃設計共同英文課程訂定或修訂等程序,並綜合學者對於共同英文課程設計想法與建議,以了解國內大學共同英文課程之架構、目標及規劃理念。主要以文獻探討,問卷資料收集以Excel分析,進而了解共同英文課程之規畫以及對於學生英文能力期許。研究結果發現,近年來有關英文課程規劃歷經多次改革,大多數大學皆將英文課程納入通識教育課程中,故其學分數、課程內涵及畢業門檻要求亦呈現多樣性。望此有關共同英文課程設計研究能給予往後研究者參考及方向。
The purpose of this research was to design the general English curriculum formulation or revision procedures in advance and to integrate scholars’ ideas and suggestions into general English curriculum design to understand the structure, goals and planning concepts of the general English curriculum of domestic universities. In order to achieve the purpose of the study, this research adopted literature review, and then explored the plan of the general English curriculum and expectations for students' English ability. The research was to find that general English curriculum design has undergone many reforms in recent years. Many universities were to set English courses as general education courses. Therefore, general English curriculum’s credits, course content and graduation threshold requirements varied. The research findings may serve as a guide for further research on general English curriculum design. It can also be a reference for the administrators and teachers of this field.
摘  要 I
Abstract II
ACKNOWLEDGMENT III
TABLE OF CONTENTS i
TABLE OF FIGURES iii
1 INTRODUCTION 1
Curriculum 2
Curriculum Design 6
2 METHEODOLOGY 8
Participants 8
Instruments 8
Procedure of Data Collection 9
Data Analysis 9
3 THE RESULTS 10
4 CONCLUSION 30
A Model/Sample of General English Curriculum Design 30
Applications 73
Limitations 74
Further Research 75
REFERENCES 76
APPENDICES 80
A. Needs analysis questionnaire for the English major students taking general English listening comprehension course 80
B. Self-rating survey for the English major students taking general English listening comprehension course. 83
C. CATFL guidelines: Listening-Intermediate (American Council for the Teaching of Foreign Language, 1999) 85
D. Part of scope and sequence chart from Listen in 3; Teacher’s edition (Nunan, 2003) 87
E. Sample unit of the textbook 92
Alley, D. C. (2005). Study of Spanish II high school students’ discourse during group work. Foreign Language Annals, 38(2), 250-259.
American Council for the Teaching of Forcign Languages. (2013), ACTFL guidelines: Ashman (eds.), Co-operative learning: The social and intellectual outcomes of learning in groups (pp. 69-86). New York: RoutledgeFalmer.
Listening--Intermediate. ACTFL Proficiency Guidelines. Retrieved March 08, 2020, from https://www.actfl.org/sites/default/files/CAEP/ACTFLProgramStandards2013.pdf
Brown, J. D. (1995). The elements of language curriculun. Boston: Heinle & Heinle Publisher.
DeSilets LD. (2007). Using objectives as a road map. J Contin Educ Nurs; 38:196–7.
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Nunan, D. (2003). Listen in Book 3. Boston: HIeinle, Thomson Corporation.
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Peterson, S. E., & Miller, J. A. (2004). Comparing the quality of students’ experiences during cooperative learning and large-group instruction. The Journal of Educational Research, 97(3), 123-133.
Porto, M. (2007). Learning diaries in the English as a foreign language classroom: A tool for accessing learners’ perceptions of lessons and developing learner autonomy and reflection. Foreign Language Annals, 40(4), 672-696.
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