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題名 大學生修習商用英語聽力訓練之學習需求及聽力策略探討—以國立政治大學商學院為例
Needs Analysis and Listening Strategies Training of English Lab Course for Occupational Purposes in Colleges -- A Case Study in College of Commerce, NCCU
作者 陳佳琦
Chen, Chia-Chi
貢獻者 林伯英
Lin, Po-Ying
陳佳琦
Chen, Chia-Chi
關鍵詞 專業英語
商用英語聽力訓練
聽力策略
學習動機及需求分析
商用英語
English for Specific Purposes
English Lab Course for Occupational Purposes
Listening Strategies
Learning motivations and needs analysis
Business English
日期 2000
上傳時間 18-Sep-2009 16:40:40 (UTC+8)
摘要 本論文目的在於調查大學生修習「商用英語聽力訓練」之動機及需求,並對教師的教學活動及學習者之策略習得進行深入探討。該課程係以專業英語(English for Specific Purposes)之理論為依據,設計為應用於商業場合之課程。本研究以國立政治大學商學院學生為受試者進行個案研究,藉以探討「商用英語聽力訓練」課程現況及可供改進之方向。
     受試者修習「商用英語聽力訓練」之動機與需求係由期初、期末兩次問卷填答得知,並經由英語程度不同之學習者反映出其不同之學習需求,可提供授課教師作為規畫課程及選擇教材時之參考重點,藉以提高學習者之學習興趣,達到有效學習的目標。
     本論文的另一重點在於「商用英語聽力訓練」中聽力策略之訓練與習得,聽力策略的分類乃依Oxford(1990)提出之理論為根據,探討有助於該課程之聽力策略及技巧為何。本研究藉由二十八小時之課堂觀察,進而分析授課教師如何進行策略訓練;另外,經由問卷、測驗兩方法測知受試者對於該課程中策略訓練的反應及策略習得之實際情況。由此結果歸納出可提高學生學習效果的聽力策略。
     由以上的研究結果,本論文針對於學習需求及策略訓練方法歸納出改進「商用英語聽力訓練」課程之具體建議,以期日後對相關課程之學習者及授課教師都能有所助益。
This thesis aims to explore the current situation of an “English Lab Course for Occupational Purposes” in college and to provide suggestions for further improvement. This study focuses on two aspects:one is the motivations and needs analysis of the students who take this course; the other is the training and acquiring of listening strategies in this course. This course is based on the theory of “English for Specific Purposes” and is designed for Business majors. All the subjects of this research are sophomores and seniors of the College of Commerce at NCCU.
     The subjects’motivations and needs are investigated through a questionnaire survey at the beginning and the end of the semester. This research reveals the different motivations and needs for efficient and less-efficient learners. The results may provide some helpful perspectives to assist teachers in selecting effective teaching materials and designing appropriate courses.
     The other emphasis of this study is on the training and acquiring of listening strategies in this course. The definitions and categories of listening strategies are based on Oxford’s theory (1990). The author sits in on the classes for 28 hours to observe and record the actual teaching and learning situations. In addition, both questionnaires and tests (pre-test & post-test) are utilized to examine the actual strategies the subjects employ. With reference to the results of the observation, questionnaires and tests, the author presents the most effective listening strategies of this course.
     Based on the conclusions of this thesis, some possible applications are proposed for an “English Lab Course for Occupational Purposes”. The author hopes these suggestions can enhance the development of relevant courses in the future.
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Allwright, Dick, and Kathleen M. Bailey. 1991. Focus on the Language Classroom: An Introduction to Classroom Research for Language Teachers. Cambridge: Cambridge University Press.
Anderson, Richard C.. 1977. “The Notion of Schemata and the Educational Enterprise: General Discussion of the Conference.” In Richard C. Anderson, Rand J. Spiro, and William E. Montague (Ed.), Schooling and Acquisition of Knowledge. New Jersey: Lawrence Erlbaum Associates.
Anderson, Richard C., Ralph E. Reynolds, Diane L. Schallert, and Ernest T. Goetz. 1977. “Frameworks for Comprehending Discourse.” American Educational Research Journal, 14: 367-381.
Bhatia, Vijay K.. 1993. Analysing Genre: Language Use in Professional Settings. New York: Longman Publishing.
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Edwards, Nathan. 2000. “Language for Business: Effective Needs Assessment, Syllabus Design and Materials Preparation in a Practical ESP Case Study.” English for Specific Purposes, 19: 291-296.
Firth, Alan (Ed.). 1995. The Discourse of Negotiation: Studies of Language in the Workplace. Oxford: Pergamon.
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Garcez, Pedro de Moraes. 1993. “Point-Making Styles in Cross-Cultural
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Gardner, Robert C., J. B. Day, and Peter D. MacIntyre. 1992. “Integrative Motivation, Induced Anxiety, and Language Learning in a Controlled Environment.” Second Language Acquisition, 14: 197-214.
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Huang, Shu-chen J., Philip J. Browne, and Jing-mei Chung. 1998. “ Incorporating Resume Writing and Job Search into Business English Class.” 第七屆中華民國英語文教學國際研討會論文集第二冊, 487-498.
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Mackay, R., and A. J. Mountford (Ed.). 1978. English for Specific Purposes: A Case Study Approach. London: Longman Publishing.
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描述 碩士
國立政治大學
語言學研究所
86555004
89
資料來源 http://thesis.lib.nccu.edu.tw/record/#A2002001008
資料類型 thesis
dc.contributor.advisor 林伯英zh_TW
dc.contributor.advisor Lin, Po-Yingen_US
dc.contributor.author (Authors) 陳佳琦zh_TW
dc.contributor.author (Authors) Chen, Chia-Chien_US
dc.creator (作者) 陳佳琦zh_TW
dc.creator (作者) Chen, Chia-Chien_US
dc.date (日期) 2000en_US
dc.date.accessioned 18-Sep-2009 16:40:40 (UTC+8)-
dc.date.available 18-Sep-2009 16:40:40 (UTC+8)-
dc.date.issued (上傳時間) 18-Sep-2009 16:40:40 (UTC+8)-
dc.identifier (Other Identifiers) A2002001008en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/35977-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 語言學研究所zh_TW
dc.description (描述) 86555004zh_TW
dc.description (描述) 89zh_TW
dc.description.abstract (摘要) 本論文目的在於調查大學生修習「商用英語聽力訓練」之動機及需求,並對教師的教學活動及學習者之策略習得進行深入探討。該課程係以專業英語(English for Specific Purposes)之理論為依據,設計為應用於商業場合之課程。本研究以國立政治大學商學院學生為受試者進行個案研究,藉以探討「商用英語聽力訓練」課程現況及可供改進之方向。
     受試者修習「商用英語聽力訓練」之動機與需求係由期初、期末兩次問卷填答得知,並經由英語程度不同之學習者反映出其不同之學習需求,可提供授課教師作為規畫課程及選擇教材時之參考重點,藉以提高學習者之學習興趣,達到有效學習的目標。
     本論文的另一重點在於「商用英語聽力訓練」中聽力策略之訓練與習得,聽力策略的分類乃依Oxford(1990)提出之理論為根據,探討有助於該課程之聽力策略及技巧為何。本研究藉由二十八小時之課堂觀察,進而分析授課教師如何進行策略訓練;另外,經由問卷、測驗兩方法測知受試者對於該課程中策略訓練的反應及策略習得之實際情況。由此結果歸納出可提高學生學習效果的聽力策略。
     由以上的研究結果,本論文針對於學習需求及策略訓練方法歸納出改進「商用英語聽力訓練」課程之具體建議,以期日後對相關課程之學習者及授課教師都能有所助益。
zh_TW
dc.description.abstract (摘要) This thesis aims to explore the current situation of an “English Lab Course for Occupational Purposes” in college and to provide suggestions for further improvement. This study focuses on two aspects:one is the motivations and needs analysis of the students who take this course; the other is the training and acquiring of listening strategies in this course. This course is based on the theory of “English for Specific Purposes” and is designed for Business majors. All the subjects of this research are sophomores and seniors of the College of Commerce at NCCU.
     The subjects’motivations and needs are investigated through a questionnaire survey at the beginning and the end of the semester. This research reveals the different motivations and needs for efficient and less-efficient learners. The results may provide some helpful perspectives to assist teachers in selecting effective teaching materials and designing appropriate courses.
     The other emphasis of this study is on the training and acquiring of listening strategies in this course. The definitions and categories of listening strategies are based on Oxford’s theory (1990). The author sits in on the classes for 28 hours to observe and record the actual teaching and learning situations. In addition, both questionnaires and tests (pre-test & post-test) are utilized to examine the actual strategies the subjects employ. With reference to the results of the observation, questionnaires and tests, the author presents the most effective listening strategies of this course.
     Based on the conclusions of this thesis, some possible applications are proposed for an “English Lab Course for Occupational Purposes”. The author hopes these suggestions can enhance the development of relevant courses in the future.
en_US
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#A2002001008en_US
dc.subject (關鍵詞) 專業英語zh_TW
dc.subject (關鍵詞) 商用英語聽力訓練zh_TW
dc.subject (關鍵詞) 聽力策略zh_TW
dc.subject (關鍵詞) 學習動機及需求分析zh_TW
dc.subject (關鍵詞) 商用英語zh_TW
dc.subject (關鍵詞) English for Specific Purposesen_US
dc.subject (關鍵詞) English Lab Course for Occupational Purposesen_US
dc.subject (關鍵詞) Listening Strategiesen_US
dc.subject (關鍵詞) Learning motivations and needs analysisen_US
dc.subject (關鍵詞) Business Englishen_US
dc.title (題名) 大學生修習商用英語聽力訓練之學習需求及聽力策略探討—以國立政治大學商學院為例zh_TW
dc.title (題名) Needs Analysis and Listening Strategies Training of English Lab Course for Occupational Purposes in Colleges -- A Case Study in College of Commerce, NCCUen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Allen, J. P. B., and H. G. Widdowson. 1978. “Teaching the Communicative Use of English.” In Mackay, R., and A. J. Mountford (Ed.), English for Specific Purposes: A Case Study Approach. London: Longman Publishing.zh_TW
dc.relation.reference (參考文獻) Allwright, Dick, and Kathleen M. Bailey. 1991. Focus on the Language Classroom: An Introduction to Classroom Research for Language Teachers. Cambridge: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Anderson, Richard C.. 1977. “The Notion of Schemata and the Educational Enterprise: General Discussion of the Conference.” In Richard C. Anderson, Rand J. Spiro, and William E. Montague (Ed.), Schooling and Acquisition of Knowledge. New Jersey: Lawrence Erlbaum Associates.zh_TW
dc.relation.reference (參考文獻) Anderson, Richard C., Ralph E. Reynolds, Diane L. Schallert, and Ernest T. Goetz. 1977. “Frameworks for Comprehending Discourse.” American Educational Research Journal, 14: 367-381.zh_TW
dc.relation.reference (參考文獻) Bhatia, Vijay K.. 1993. Analysing Genre: Language Use in Professional Settings. New York: Longman Publishing.zh_TW
dc.relation.reference (參考文獻) Brown, Gillian. 1990. Listening to Spoken English. New York: Longman Publishing.zh_TW
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