台灣高職專業英文課程設計與實施之個案研究

Abstract

近年來專業英文課程相關研究逐漸重視課程設計與實施的「過程」 (Basturkmen, 2010)。在台灣，專業英文課程設計與實施的相關研究主要在大學端進行，在高職端的專業課程設計與實施研究則相對缺乏。前人研究提到專業英文對高職生缺乏英文學習興趣與動力的困境有正面影響，但面臨高職學生英文程度落差大、學習興趣低的情形，如何成功於高職實施專業英文課程的過程值得進一步探討。有鑑於此，本研究調查台灣一所綜合高中高職部所開設之兩門專業英文課程，旨在探討現行高職專業英文課程的設計與實施過程，以期能深入了解過程中須考量的因素、面臨的問題以及師生對課程的想法與態度。本研究利用Nation和Macalister（2010）的課程發展模式來設計訪談問題與問卷內容，於學期初及學期末個別訪談兩位行政主管、一位英文教師與兩位專業科目教師。學生也於學期初及學期末進行問卷調查與訪談。另外，本研究也於學期初、中、末針對兩門課個別進行三次課程觀察。研究結果發現課程設計前的行政前置規劃作業以及教師之間的「合作式跨領域聯合教學」（Stewart, Sagliano, & Sagliano, 2000）以及期末成果展等對高職專業英文課程設計與實施有重要影響。設計課程時教師考量點包含學生需求分析、課程內容與教材設計以及評量方式的訂定。課程實施過程則因應教學內容呈現不同協同教學模式。而教師面臨的挑戰主要包含備課與授課時間不足、缺乏專業英文教材，以及英文教師缺乏專業領域知識等。本研究結果也顯示學生與教師皆對於高職專業英文課程持正向態度。學生認為專業英文課程提升他們的英文學習興趣，並增進他們的口說與單字能力。另外師生也針對課程提供相關想法以及建議。最後，研究者針對研究結果進行討論，並提供相關建議和指出研究限制。

In recent years, research on English for Specific Purposes (ESP) courses has begun to study the "process" of course design and implementation (Basturkmen, 2010). In Taiwan, studies on the design and implementation of ESP courses are mainly carried out at the tertiary level. However, research has pointed out that ESP curriculum has a positive impact on vocational high school students’ English learning. Given the fact that vocational high school students’ English level vary greatly, and that they generally show low interest in learning English, how to successfully design and implement ESP courses in vocational high schools (VHSs) deserves further investigation. Therefore, the present research investigated two VHS ESP courses in Taiwan to explore the design and implementation of VHS ESP courses. It aimed to gain a deeper understanding of the factors that need be considered in the process, and the encountered challenges, and the teachers’ and students’ perspectives towards the courses. Interview protocols and questionnaires items were designed based on Nation and Macalister’s (2010) curriculum design model. Two administrators, one English teacher, two content teachers, and eight students were interviewed. Also, questionnaire surveys were conducted to gather students’ perceptions. Three class observations were also conducted. The findings show that the administrators’ planning before the courses, and teachers’ use of Collaborative Interdisciplinary Team Teaching (CITT) (Stewart, Sagliano, & Sagliano, 2000) and the final showcase had an important positive impact on the design and implementation of the two ESP courses. During the design phase, teachers’ considerations included students’ learning needs, teaching content and materials and evaluation methods. The courses were implemented based on the nature of the learning content and involved different ways of teacher collaboration. The challenges faced by teachers mainly were insufficient preparation and teaching time, lack of ESP materials, and the English teacher’s perceived lack of content knowledge. Both students and teachers held a positive attitude towards VHS ESP courses. Students agreed that ESP courses increased their interest in English learning and enhanced their speaking skills and knowledge of specialized terms. Teachers and students also provided suggestions for the courses. Finally, the research findings were discussed, and implications, suggestions for future research are provided.