Please use this identifier to cite or link to this item:
https://ah.lib.nccu.edu.tw/handle/140.119/60016| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | 楊懿麗<br>周碩貴 | zh_TW |
| dc.contributor.advisor | Yang, I Li<br>Joe, Shih Guey | en_US |
| dc.contributor.author | 林美瑩 | zh_TW |
| dc.contributor.author | Lin, Mei Ying | en_US |
| dc.creator | 林美瑩 | zh_TW |
| dc.creator | Lin, Mei Ying | en_US |
| dc.date | 2010 | en_US |
| dc.date.accessioned | 2013-09-04T06:49:10Z | - |
| dc.date.available | 2013-09-04T06:49:10Z | - |
| dc.date.issued | 2013-09-04T06:49:10Z | - |
| dc.identifier | G0925515051 | en_US |
| dc.identifier.uri | http://nccur.lib.nccu.edu.tw/handle/140.119/60016 | - |
| dc.description | 博士 | zh_TW |
| dc.description | 國立政治大學 | zh_TW |
| dc.description | 英國語文學研究所 | zh_TW |
| dc.description | 92551505 | zh_TW |
| dc.description | 99 | zh_TW |
| dc.description.abstract | 英語在貿易、科技等領域為當今國際交流的主要語言，更是學術界之主要溝通媒介，在台灣高等教育亦是如此。本研究旨在探討企業管理碩士班學術英文課程規劃之現況，以台灣某科技大學之企業管理所及國際企業管理所為對象，採問卷、課室觀察、訪談之研究方式，從教師及學生的觀點深入評析97、98學年度兩所的學術英文課程規劃、實施現況、學生的學術英文需求、及學生自評之學術英文能力。從兩所學生回收的有效問卷共98份，篩選後的學生訪談者共14位。兩位授課教師的訪談則分別於97、98學年度各進行一次。問卷結果採描述性統計加以敘述分析，課室觀察及訪談結果則以持續比較法（constant comparison method）進行分析。研究結果顯示兩所之課程規劃均注重培養教師及學生的學術英文能力；雖教師方面含海外師訓、定期教學研討會，然全英授課課程之師資來源為一困難。學生方面則從招生至畢業規定，均將促進語文能力納入整體課程規劃中。教師在教學、教材選擇、評量方面均致力培養學生的學術英文能力。學生的學術英文需求特別注重術語、讀、口語溝通、上台報告之能力，然本土文化之知識極待加強。學生普遍自評學術英文能力普通或不佳。本研究結果為商管學術英文課程規劃者及研究者提供了一個全面性的參考資料。 | zh_TW |
| dc.description.abstract | English is the main lingua franca for international communication in fields such as business and technology; it is also the major medium in teaching and learning. This phenomenon has a significant impact on higher education in Taiwan. This study aimed to probe into the status quo of EAP (English for Academic Purposes) curriculum design in graduate business administration programs. An MBA and an IMBA program at a national university of science and technology in Taiwan was targeted. Questionnaires, classroom observation, and semi-structured interviews were adopted as research instruments. Teachers’ and students’ perspectives of the curriculum design, implementation, students’ EAP needs, and students’ self-evaluated EAP abilities in the academic years of 2008 and 2009 were investigated. A total of 98 valid questionnaires were collected, and 14 student interviewees were selected. Two teachers were first interviewed in the academic year of 2008, and again in 2009, respectively. The analysis of questionnaires was conducted through descriptive statistics, while the qualitative data was analyzed by constant comparison method. Results of this study indicated that the two programs included nurturing teachers’ and students’ EAP abilities in the curriculum design. For teachers, overseas teacher training and regular teaching seminars were provided. However, finding teachers to teach English-medium courses presented a difficulty. Developing students’ language abilities was included in the overall curriculum design, from admission to graduation regulations. Teachers were committed to cultivating students’ EAP abilities in instructional practices, material selection, and evaluation. The EAP needs of terminology, reading, oral communication, and presentation abilities were particularly valued. Nonetheless, students’ knowledge of local culture needed to be strengthened. Students generally rated their EAP abilities average or below average. In sum, this study may be of importance in improving EAP curriculum design in graduate business programs in future. | en_US |
| dc.description.tableofcontents | Dedication iii\nAcknowledgements iv\nTable of Contents vi\nList of Tables xii\nList of Figures xiv\nChinese Abstract xv\nEnglish Abstract xvi\nChapter\n 1. Introduction 1\n Background and Motivation 2\n Purpose of the Study and Research Questions 3\n Delimitation of the Study 4\n Significance of the Study 4\n Definition of Terms 5\n Overview of the Dissertation 6\n 2. Literature Review 8\n English for General Purposes and English for \n Specific Purposes 8\n English for Academic Purposes 13\n Curriculum Design 17\n Syllabus Design 17\n Instructional Practices 19\n Collaboration/Team-Teaching Models 19\n Cultural Issues in EAP 20\n Teaching Materials 22\n Program Evaluation 24\n Needs Analysis 25\n Medium of Instruction and Content-Based \n Instruction 31\n Summary 35\n 3. Methodology 37\n Mixed Methods Research 37\n Participants 38\n Teachers 38\n MBA Students 38\n IMBA Students 40\n Instruments 42\n Quantitative Instruments 42\n Pre-Questionnaire Construction Interviews 43\n Pilot Tests and Revisions 43\n Qualitative Instruments 45\n Classroom Observation 45\n Semi-Structured Interviews 48\n Data Collection Procedures 50\n Data Analysis 53\n Quantitative Data Analysis 53\n Qualitative Data Analysis 53\n Summary 53\n 4. Research Findings: Quantitative Results 55\n Profiles of the Respondents 55\n Background Information of MBA Students 58\n Background Information of IMBA Students 59\n MBA Students’ Experiences of EMCs 60\n Findings of Research Question One: Perceptions of\n Academic Curriculum Design 64\n MBA Students’ Perceptions of Academic \n Curriculum 68\n IMBA Students’ Perceptions of Academic \n Curriculum 72\n Findings of Research Question Two: Perceptions of\n Teaching in EAP Courses 74\n Students’ Perceptions of Instructional \n Practices 75\n MBA Students’ Perceptions of Instructional\n Practices 75\n IMBA Students’ Perceptions of Instructional\n Practices 76\n Students’ Perceptions of In-Class Activities Best\n Facilitating EAP Abilities 77\n MBA Students’ Perceptions of In-Class Activities \n Best Facilitating EAP Abilities 78\n IMBA Students’ Perceptions of In-Class \n Activities Best Facilitating EAP Abilities 79\n Students’ Perceptions of Material Selection 80\n MBA Students’ Perceptions of Material \n Selection 81\n IMBA Students’ Perceptions of Material \n Selection 82\n Students’ Perceptions of Evaluation Measures 83\n MBA Students’ Perceptions of Evaluation \n Measures 83\n IMBA Students’ Perceptions of Evaluation \n Measures 84\n Findings of Research Question Three: Students’\n Perceptions of EAP Needs 86\n MBA Students’ Perceptions of EAP Needs 87\n IMBA Students’ Perceptions of EAP Needs 89\n Findings of Research Question Four: Students’ \n Self-Evaluated Abilities 91\n MBA Students’ Self-Evaluated EAP Abilities 92\n IMBA Students’ Self-Evaluated EAP Abilities 94\n Summary 96\n 5. Research Findings: Qualitative Results 97\n Profiles of the Programs 97\n Profiles and Admission Requirements of the MBA \n Program 97\n Profiles and Admission Requirements of the IMBA \n Program 99\n Graduation Regulations 101\n Preparatory Courses 101\n Credits 102\n Graduation Requirements 104\n Findings of Research Question One: Perceptions of \n Academic Curriculum Design 108\n Teachers’ Perceptions of Academic Curriculum \n Design 108\n Status Quo of EAP Implementation 108\n EMCs 114\n Teachers for the EMCs 116\n Overseas Teacher Training Program 118\n Extracurricular Activities and TA System 123\n Students’ Perceptions of Academic Curriculum \n Design 124\n Admission Requirements 124\n Motivations 126\n Preparatory Courses 128\n Credits 129\n Graduation Requirements 131\n English Extracurricular Activities 139\n Findings of Research Question Two: Perceptions of \n Teaching in EAP Courses 149\n Teachers’ Perceptions of Instructional \n Practices 150\n MOI 150\n In-Class Presentation 152\n Teachers’ Perceptions of Material Selection 155\n Teachers’ Perceptions of Evaluation Measures 158\n In-Class Presentation 158\n Written Exams 159\n Participation 161\n Assignments 161\n Students’ Perceptions of Instructional \n Practices 163\n MOI 164\n In-Class Presentation 179\n Interaction 182\n Teacher Initiation 182\n Students’ Language Proficiency 186\n Cultural Differences 187\n Special Ways 188\n Class Size 189\n Classroom Size 190\n Teachers’ Instructional Practices in EMCs 191\n Students’ Perceptions of Material Selection 195\n Language of Materials 195\n Textbooks 197\n Handouts 198\n Computer Resources 199\n Learner-Generated Materials 201\n Students’ Background Experiences 203\n Students’ Perceptions of Evaluation Measures 203\n In-Class Presentation 203\n Written Exams 204\n Participation 206\n Assignments 209\n Students’ Evaluation of Teachers and TAs 213\n Findings of Research Question Three: Perceptions of \n Students’ EAP Needs 216\n Teachers’ Perceptions of Students’ EAP Needs 216\n Terminology 216\n Reading Skills 218\n Oral Communication Skills 219\n Writing Skills 220\n Culture and Literature 221\n Students’ Perceptions of EAP Needs 224\n Terminology 224\n Reading Skills 225\n Oral Communication Skills 227\n English Presentation Skills 228\n Journalistic English and World Views 230\n Writing Skills 231\n Culture and Literature 232\n Findings of Research Question Four: Students’ Self-\n Evaluated Abilities 234\n Terminology 235\n Reading Skills 235\n Oral Communication Skills 236\n English Presentation Skills 236\n Ways Students Adopted to Improve English 237\n Summary 238\n 6. Discussion and Conclusions 239\n Summary of Major Findings and Discussion 239\n Research Question One: Perceptions of Academic \n Curriculum Design 239\n Research Question Two: Perceptions of Teaching in \n EAP Courses 244\n Instructional Practices 244\n MOI 244\n In-Class Presentation 248\n Interaction 251\n Material Selection 253\n Evaluation Measures 257\n Research Question Three: Perceptions of Students’ \n EAP Needs 260\n Research Question Four: Students’ Self-Evaluated \n Abilities 264\n Conclusions 265\n Pedagogical Implications 266\n Limitations and Recommendations for Future \n Research 268\nReferences 269\nAppendixes 284\n A. MBA Questionnaire 284\n B. IMBA Questionnaire 291\n C. Interview Questions for Teachers 297\n D. Interview Questions for MBA Students with EMC \n Experiences 298\n E. Interview Questions for MBA Students without EMC \n Experiences 299\n F. Interview Questions for IMBA Students 300\nVita 301 | zh_TW |
| dc.format.extent | 2235148 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.language.iso | en_US | - |
| dc.source.uri | http://thesis.lib.nccu.edu.tw/record/#G0925515051 | en_US |
| dc.subject | 學術英文 | zh_TW |
| dc.subject | 課程規劃 | zh_TW |
| dc.subject | 需求 | zh_TW |
| dc.subject | 商用英文 | zh_TW |
| dc.subject | EAP | en_US |
| dc.subject | curriculum design | en_US |
| dc.subject | needs | en_US |
| dc.subject | business English | en_US |
| dc.title | 企業管理碩士班學術英文課程與教學個案研究：以台灣某科技大學為例 | zh_TW |
| dc.title | A case study on EAP curriculum and instruction in graduate business administration programs in Taiwan | en_US |
| dc.type | thesis | en |
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English for Specific Purposes, 26, 399-410. | zh_TW |
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