台灣高級工業職業學校專業英文課程之個案研究｜國立臺灣科技大學博碩士論文系統

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研究生：	張秀貞 Shui-Chen Chang
論文名稱：	台灣高級工業職業學校專業英文課程之個案研究 A Case Study of ESP Curriculum Designs in Industrial Vocational High Schools in Taiwan
指導教授：	駱藝瑄 Yi-Hsuan Lo
口試委員:	鄧慧君 Huei-chun Teng 黃怡萍 Yi-ping Huang
學位類別：	碩士 Master
系所名稱：	人文社會學院 - 應用外語系 Department of Applied Foreign Languages
論文出版年：	2018
畢業學年度：	106
語文別：	英文
論文頁數：	144
中文關鍵詞：	專業英文、專業英文課程設計、高級職業學校、專業老師
外文關鍵詞：	English for Specific Purposes (ESP), ESP curriculum design, Vocational High School (VHS), content teacher
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專業英文在語言學習中扮演著重要的角色，因為專業英文除了對學習者的專業學術學習有幫助外，更有助於其未來相關專業領域的職業。然而，台灣職業學校是否開設專業英文課程學仍是個爭議。有些認為必須在高職階段就開始學習專業英文，有些則認為專業英文可以等大學階段再來學習。以台灣目前現況來說，高職階段提供專業英文課程是具有挑戰性的，例如:學生的一般英文能力低或者是老師的專業英文教學能力缺乏都有可能造成開執行業英文課程的困難。此外，大多的研究只探查大學階段的專業英文課，較少研究探討: (1) 高職階段的專業英文課程設計以及挑戰 (2) 台灣高職學生對於專業英文課程的想法。
因此，為了要填補研究缺口，本研究主要透過課堂觀摩以及文件檢查去探查北台灣兩間公立工業職業學校的專業英文課程之課程設計。本研究也分別於課前、課中和課後個別訪談兩位任教專業英文的專業老師。另外，這兩門專業英文課的高職學生也接受了課後問卷調查，主要探討學生對於專業英文課的想法與態度。
本研究的研究分析主要是利用Nation and Macalister (2010)的語言課程設計模組來分析。本研究結果呈現專業術語是兩門專業英文課的核心學習內容，而專業老師面臨的兩種最主要的挑戰分別是學生的低英文能力以及同時教授專業知識和英文的能力。本研究結果也顯示出台灣高職生對於專業英文課程持有正向的態度，然而，他們也針對專業英文課程提出一些建議與想法。最後，研究者根據研究結果提出相關探討與建議。

English for specific purposes (ESP) plays an important role in language learning, as it fulfills learners’ needs for both present academic and future professional purposes. The question of whether to offer ESP courses in Taiwan’s vocational high schools (VHSs) nevertheless remains a controversial one for Taiwanese educators. Some agree that ESP should be provided at the VHS level while others believe this to be more appropriate at the tertiary level. Provision of ESP courses in Taiwan’s VHS environment poses challenges, given the generally low English proficiency among VHS students and lack of teacher knowledge of ESP pedagogy. In addition, most available studies have investigated ESP course effectiveness in tertiary institutions; little empirical research so far has been dedicated to (1) the design, development, and evaluation of ESP courses the VHS level, and (2) the experiences with and perceptions of ESP among Taiwan’s VHS students. In an effort to address these research gaps, the present study examines two ESP curricula offered by the engineering departments of two selected public industrial VHSs in northern Taiwan. Methodology incorporates class observations and document inspections. Additionally, the two content teachers for each ESP course under consideration were interviewed individually before, during and after each course; VHS students in the two ESP courses under consideration were given questionnaires to glean their observations about the courses and curriculum designs. Data sets were analyzed according to the curriculum design model proposed by Nation and Macalister (2010). The results show terminology to be the core element shared by both ESP courses. The two major challenges identified were low student proficiency in English and the difficulty of integrating vocational content using English. The findings also reveal that the students held generally positive impressions of their ESP experiences, even as they did have suggestions to offer for improving implementation. Finally, implications of these findings and suggestions for future research are discussed.

Table of Contents
Chapter One: Introduction..................................................1
Background and Motivation..................................................1
Purpose of the Study.......................................................5
Research Questions.........................................................5
Definition of Terms........................................................6
Significance of the Study..............................................6
The Organization of the Study..........................................7
Chapter Two: Literature Review.............................................9
The Development and Characteristics of ESP............................9
The development of ESP.............................................9
The definition of ESP.............................................11
Types and branches of ESP.........................................11
Terms relate to integration of disciplines and language...........12
EMI (English-Medium Instruction)..................................12
CBI (Content Based Instruction)...................................13
CLIL (Content and Language Integrated Learning)...................14
ESP Curriculum.......................................................15
Characteristics of ESP curriculum.................................16
Needs Analysis (NA)...............................................17
Teaching approach, material and evaluation on ESP course..........21
Empirical research about ESP curriculum...........................23
Challenges for Offering ESP Courses..................................24
Students’ attitudes toward ESP courses...............................28
Chapter Three: Methodology................................................34
Context and Participants..............................................34
Instruments..........................................................39
Class Observation..................................................40
Document Inspection................................................41
Interview..........................................................42
Questionnaire......................................................42
Data Collection Procedures............................................44
Data Analysis.........................................................46
Trustworthiness of the Study..........................................48
Chapter Four: Findings....................................................49
The findings of Research Question One...................................50
The findings of Research Question Two...................................68
The findings of Research Question Three.................................74
Chapter Five: Discussion..................................................97
Examination of two ESP curriculum designs in light of Course Design.....97
Similarities and differences in challenges of offering ESP: college level versus VHS level.........................................................102
Different challenges confronted by language teachers and content
teachers...............................................................104
Similarities and differences in students’ attitudes toward ESP courses: college
students versus VHS students...........................................106
Chapter Six: Conclusion..................................................108
Conclusion of the Study................................................108
Implications of the Study..............................................109
Limitations and Suggestions for Further Research.......................110
References...............................................................113
Appendices...............................................................121
Appendix A Pre-observation interview for teacher participants- English
version.....................................................121
Appendix B Pre-observation interview for teacher participants- Chinese
version.....................................................122
Appendix C During-observation interview for teacher participants- English
version.....................................................123
Appendix D During-observation interview for teacher participants- Chinese
version.....................................................124
Appendix E Post-observation interview for teacher participants- English
version.....................................................125
Appendix F Post-observation interview for teacher participants- Chinese
version.....................................................126
Appendix G Student participants’ questionnaire- English
version.....................................................127
Appendix H Student participants’ questionnaire-Chinese
version.....................................................130
Appendix I Content of the textbook in Class
A...........................................................133
Appendix J Content of the textbook in Class
B..........................................................134
List of Tables
Table 1 The Summary of Definitions.......................................15
Table 2 Main Categories of ESP Constraints...............................28
Table 3 Summary of Students’ Views toward ESP............................32
Table 4 The brief background information of the two ESP courses..........35
Table 5 Profile of Class A...............................................37
Table 6 Profile of Class B...............................................38
Table 7 Analysis Methods Applied in the Study............................47
Table 8 The Sequencing of the ESP course in Class A......................54
Table 9 Curriculum Design of the ESP course in Class A...................58
Table 10 The Sequencing of the ESP course in Class B.....................64
Table 11 Curriculum Design of the ESP course in Class B..................66
Table 12 Summary of Challenges for Offering ESP courses..................73
Table 13 Descriptive Statistics of Students’ Perspectives toward the ESP Course in Class A...............................................................76
Table 14 Students’ Perspectives toward the five factors regarding the ESP course in Class A...............................................................78
Table 15 Descriptive Statistics of Students’ Attitudes toward the ESP Curriculum Design in Class A........................................................79
Table 16 Students’ Attitudes on Four Components of the ESP Curriculum Design in Class A .................................................................81
Table 17 Descriptive Statistics of Students’ Perspectives toward the ESP Course in Class B...............................................................83
Table 18 Students’ Perspectives toward the five factors regarding the ESP course in Class B...............................................................85
Table 19 Descriptive Statistics of Students’ Attitudes toward the ESP Curriculum Design in Class B........................................................87
Table 20 Students’ Attitudes on Four Components of the ESP Curriculum Design in Class A .................................................................88
List of Figure
Figure 1 The Curriculum Design Process Model (Nation and Macalister, 2010).41
Figure 2 Process of the Data Collection..................................46

                                

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