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題名 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
A case study on EAP curriculum and instruction in graduate business administration programs in Taiwan
作者 林美瑩
Lin, Mei Ying
貢獻者 楊懿麗<br>周碩貴
Yang, I Li<br>Joe, Shih Guey
林美瑩
Lin, Mei Ying
關鍵詞 學術英文
課程規劃
需求
商用英文
EAP
curriculum design
needs
business English
日期 2010
上傳時間 4-Sep-2013 14:49:10 (UTC+8)
摘要 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。
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.
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描述 博士
國立政治大學
英國語文學研究所
92551505
99
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0925515051
資料類型 thesis
dc.contributor.advisor 楊懿麗<br>周碩貴zh_TW
dc.contributor.advisor Yang, I Li<br>Joe, Shih Gueyen_US
dc.contributor.author (Authors) 林美瑩zh_TW
dc.contributor.author (Authors) Lin, Mei Yingen_US
dc.creator (作者) 林美瑩zh_TW
dc.creator (作者) Lin, Mei Yingen_US
dc.date (日期) 2010en_US
dc.date.accessioned 4-Sep-2013 14:49:10 (UTC+8)-
dc.date.available 4-Sep-2013 14:49:10 (UTC+8)-
dc.date.issued (上傳時間) 4-Sep-2013 14:49:10 (UTC+8)-
dc.identifier (Other Identifiers) G0925515051en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/60016-
dc.description (描述) 博士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學研究所zh_TW
dc.description (描述) 92551505zh_TW
dc.description (描述) 99zh_TW
dc.description.abstract (摘要) 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 (摘要) 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
Acknowledgements iv
Table of Contents vi
List of Tables xii
List of Figures xiv
Chinese Abstract xv
English Abstract xvi
Chapter
1. Introduction 1
Background and Motivation 2
Purpose of the Study and Research Questions 3
Delimitation of the Study 4
Significance of the Study 4
Definition of Terms 5
Overview of the Dissertation 6
2. Literature Review 8
English for General Purposes and English for
Specific Purposes 8
English for Academic Purposes 13
Curriculum Design 17
Syllabus Design 17
Instructional Practices 19
Collaboration/Team-Teaching Models 19
Cultural Issues in EAP 20
Teaching Materials 22
Program Evaluation 24
Needs Analysis 25
Medium of Instruction and Content-Based
Instruction 31
Summary 35
3. Methodology 37
Mixed Methods Research 37
Participants 38
Teachers 38
MBA Students 38
IMBA Students 40
Instruments 42
Quantitative Instruments 42
Pre-Questionnaire Construction Interviews 43
Pilot Tests and Revisions 43
Qualitative Instruments 45
Classroom Observation 45
Semi-Structured Interviews 48
Data Collection Procedures 50
Data Analysis 53
Quantitative Data Analysis 53
Qualitative Data Analysis 53
Summary 53
4. Research Findings: Quantitative Results 55
Profiles of the Respondents 55
Background Information of MBA Students 58
Background Information of IMBA Students 59
MBA Students’ Experiences of EMCs 60
Findings of Research Question One: Perceptions of
Academic Curriculum Design 64
MBA Students’ Perceptions of Academic
Curriculum 68
IMBA Students’ Perceptions of Academic
Curriculum 72
Findings of Research Question Two: Perceptions of
Teaching in EAP Courses 74
Students’ Perceptions of Instructional
Practices 75
MBA Students’ Perceptions of Instructional
Practices 75
IMBA Students’ Perceptions of Instructional
Practices 76
Students’ Perceptions of In-Class Activities Best
Facilitating EAP Abilities 77
MBA Students’ Perceptions of In-Class Activities
Best Facilitating EAP Abilities 78
IMBA Students’ Perceptions of In-Class
Activities Best Facilitating EAP Abilities 79
Students’ Perceptions of Material Selection 80
MBA Students’ Perceptions of Material
Selection 81
IMBA Students’ Perceptions of Material
Selection 82
Students’ Perceptions of Evaluation Measures 83
MBA Students’ Perceptions of Evaluation
Measures 83
IMBA Students’ Perceptions of Evaluation
Measures 84
Findings of Research Question Three: Students’
Perceptions of EAP Needs 86
MBA Students’ Perceptions of EAP Needs 87
IMBA Students’ Perceptions of EAP Needs 89
Findings of Research Question Four: Students’
Self-Evaluated Abilities 91
MBA Students’ Self-Evaluated EAP Abilities 92
IMBA Students’ Self-Evaluated EAP Abilities 94
Summary 96
5. Research Findings: Qualitative Results 97
Profiles of the Programs 97
Profiles and Admission Requirements of the MBA
Program 97
Profiles and Admission Requirements of the IMBA
Program 99
Graduation Regulations 101
Preparatory Courses 101
Credits 102
Graduation Requirements 104
Findings of Research Question One: Perceptions of
Academic Curriculum Design 108
Teachers’ Perceptions of Academic Curriculum
Design 108
Status Quo of EAP Implementation 108
EMCs 114
Teachers for the EMCs 116
Overseas Teacher Training Program 118
Extracurricular Activities and TA System 123
Students’ Perceptions of Academic Curriculum
Design 124
Admission Requirements 124
Motivations 126
Preparatory Courses 128
Credits 129
Graduation Requirements 131
English Extracurricular Activities 139
Findings of Research Question Two: Perceptions of
Teaching in EAP Courses 149
Teachers’ Perceptions of Instructional
Practices 150
MOI 150
In-Class Presentation 152
Teachers’ Perceptions of Material Selection 155
Teachers’ Perceptions of Evaluation Measures 158
In-Class Presentation 158
Written Exams 159
Participation 161
Assignments 161
Students’ Perceptions of Instructional
Practices 163
MOI 164
In-Class Presentation 179
Interaction 182
Teacher Initiation 182
Students’ Language Proficiency 186
Cultural Differences 187
Special Ways 188
Class Size 189
Classroom Size 190
Teachers’ Instructional Practices in EMCs 191
Students’ Perceptions of Material Selection 195
Language of Materials 195
Textbooks 197
Handouts 198
Computer Resources 199
Learner-Generated Materials 201
Students’ Background Experiences 203
Students’ Perceptions of Evaluation Measures 203
In-Class Presentation 203
Written Exams 204
Participation 206
Assignments 209
Students’ Evaluation of Teachers and TAs 213
Findings of Research Question Three: Perceptions of
Students’ EAP Needs 216
Teachers’ Perceptions of Students’ EAP Needs 216
Terminology 216
Reading Skills 218
Oral Communication Skills 219
Writing Skills 220
Culture and Literature 221
Students’ Perceptions of EAP Needs 224
Terminology 224
Reading Skills 225
Oral Communication Skills 227
English Presentation Skills 228
Journalistic English and World Views 230
Writing Skills 231
Culture and Literature 232
Findings of Research Question Four: Students’ Self-
Evaluated Abilities 234
Terminology 235
Reading Skills 235
Oral Communication Skills 236
English Presentation Skills 236
Ways Students Adopted to Improve English 237
Summary 238
6. Discussion and Conclusions 239
Summary of Major Findings and Discussion 239
Research Question One: Perceptions of Academic
Curriculum Design 239
Research Question Two: Perceptions of Teaching in
EAP Courses 244
Instructional Practices 244
MOI 244
In-Class Presentation 248
Interaction 251
Material Selection 253
Evaluation Measures 257
Research Question Three: Perceptions of Students’
EAP Needs 260
Research Question Four: Students’ Self-Evaluated
Abilities 264
Conclusions 265
Pedagogical Implications 266
Limitations and Recommendations for Future
Research 268
References 269
Appendixes 284
A. MBA Questionnaire 284
B. IMBA Questionnaire 291
C. Interview Questions for Teachers 297
D. Interview Questions for MBA Students with EMC
Experiences 298
E. Interview Questions for MBA Students without EMC
Experiences 299
F. Interview Questions for IMBA Students 300
Vita 301		zh_TW
dc.format.extent 2235148 bytes-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0925515051en_US
dc.subject (關鍵詞) 學術英文zh_TW
dc.subject (關鍵詞) 課程規劃zh_TW
dc.subject (關鍵詞) 需求zh_TW
dc.subject (關鍵詞) 商用英文zh_TW
dc.subject (關鍵詞) EAPen_US
dc.subject (關鍵詞) curriculum designen_US
dc.subject (關鍵詞) needsen_US
dc.subject (關鍵詞) business Englishen_US
dc.title (題名) 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 (題名) A case study on EAP curriculum and instruction in graduate business administration programs in Taiwanen_US
dc.type (資料類型) thesisen
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