臺灣博碩士論文加值系統

本研究進行了北部某私立大學生化課程學習者的需求分析，透過問卷調查探討了學習者的需求、缺乏、與渴望，並且根據需求分析的結果，建立了兩個生物化學字表(分別包含703,784字詞及22,270個詞型)。生物化學字表是根據課程教材為資料來源。藉由AntConc的使用，建立了實詞字表與複合詞字表。本研究根據需求分析的研究得知，閱讀技能是學生們最常使用到的技能，他們認為此技能非常重要，並且需要加強訓練。此外，大部分的學生認為他們在研讀課程教材時，在學習單字上有困難。因此，大部分的學生認為生物化學單字表，能夠改善他們對於教材的理解。為了瞭解教師們對於生物化學字表的看法，研究者諮詢了兩位生物科技系教授。教授們建議加上一些字詞，並認為生化字表對學生會有幫助。最後，本研究提供ESP教學應用與未來研究方向之討論。

This study conducted needs analysis of 56 biochemistry learners at one of the private universities in northern Taiwan. The needs analysis explored students’ needs, lacks, and wants through the use of a questionnaire. Based on the results of the needs analysis, two wordlists for biochemistry (containing 703,784 running words and 22,270 word types) were built. Biochemistry wordlists were constructed based on the course materials. Through the use of the AntConc, a content word list and a compound word list were constructed. The results of the needs analysis revealed that reading was frequently used among the students and they considered reading crucial and required more training. Moreover, most students noted that they had difficulties learning discipline-specific words when they studied the course materials, and they agreed that the biochemistry wordlists could help them better comprehend the course materials. To gain insights into faculty perceptions of the newly-built biochemistry wordlists, two professors in the biochemistry field were consulted. They suggested that some words should be included in the wordlists which they regarded as helpful for the students. This study provides applications for ESP teaching and future studies.

TABLE OF CONTENTS

ACKNOWLEDGEMENTS I
ABSTRACT II
摘要 III
TABLE OF CONTENTS IV
LIST OF TABLES VI
LIST OF FIGURES VII
CHAPTER ONE 1
1.1 Background of the Study 1
1.2 Statement of the Problems 4
1.3 Motivation for the Study 5
1.4 Research Questions 6
1.5 Significance of the Study 6
1.6 Definition of Terms 7
CHAPTER TWO 10
2.1 Needs Analysis and Relevant Studies 10
2.2 Difficulties of Learning Discipline-Specific Vocabulary for EFL University Students 11
2.3 Factors of Proficiency Influencing Learning of Discipline-Specific Vocabulary 12
2.4 Creating Wordlists for Learning Discipline-Specific Vocabulary 12
2.4.1 General Service List and New General Service List 13
2.4.2 New Academic Word List and New Academic Vocabulary List 14
2.4.3 Discipline-Specific Wordlists in Various Disciplines 15
2.5 Research Gaps 18
2.6 Summary 18
CHAPTER THREE 19
3.1 Setting and Participants 19
3.2 Research Design 20
3.2.1 Needs Analysis 21
3.2.2 Creating Biochemistry Wordlists 23
3.2.3 Consultation with Professors 28
3.3 Analytical Tools 28
3.4 Data Analysis 30
CHAPTER FOUR 33
4.1 Research Question 1: What are Students’ Needs, Lacks, and Wants When They Read Biochemistry Course Materials? 33
4.1.1 Needs: Frequently Used English Skills 36
4.1.2 Lacks: Students’ Difficulties When Reading Course Materials 37
4.1.3 Wants: English Skills Needed to Be Improved 38
4.2 Research Question 2: What Are the Top 100 Content Words Based on the Reading Materials of the Biochemistry Course? 41
4.3 Research Question 3: What are the Top 100 Compound Words Based on the Reading Materials of the Biochemistry Course? 46
4.4 Research Question 4: How do Biochemistry Professors Perceive the Wordlists Based on the Top 100 Content Words and Top 100 Compound Words? 48
4.5 Summary 50
CHAPTER FIVE 52
5.1 Discussion of the Results 52
5.2 Limitations and Suggestions for Future Studies 56
5.3 Pedagogical Implications for ESP Teaching 57
REFERENCES 58
Appendix A 63
Appendix B 65

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