餐飲英文之任務型需求分析:以觀光飯店主管及技術學院學生之觀點為例

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研究生：	駱佩君 Pei-Chun Lo
論文名稱：	餐飲英文之任務型需求分析:以觀光飯店主管及技術學院學生之觀點為例 A Task-based Needs Analysis of Restaurant English: Perspectives of Hotel Professionals and Technical College Students
指導教授：	田曉萍 Shiau-Ping Tian
口試委員:	王世平 Shih-Ping Wang 劉宇挺 Yeu-Ting Liu
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：	2012
畢業學年度：	100
語文別：	英文
論文頁數：	168
中文關鍵詞：	餐飲英文、任務型需求分析
外文關鍵詞：	restaurant English, task-based needs analysis
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外國觀光客入境台灣人數近年來持續增長，為了確保飯店客人享受滿意的住宿和服務，英語能力成為現有和新進觀光飯店人員的基本工作要求。本研究旨在探討北台灣國際觀光旅館餐飲部門前場主管與技職院校餐飲管理系學生，對於職場上工作任務所需之餐飲英語的使用頻率與表現的看法異同，以及英文能力重要性和表現的知覺異同，並進一步探討技職院校餐飲管理系學生學習餐飲英文的動機強弱，以了解何種餐飲英文課程較可以滿足他們實際就業市場的需求。研究方法採問卷調查和深度訪談。問卷調查的對象共分三組，一組是沒有實習經驗的210位大一或大二學生，另一組是147位具觀光飯店餐飲部前場實習經驗的大三與大四學生，第三組則是31位觀光飯店餐飲部前場主管；深度訪談則訪問六位觀光飯店餐飲部前場主管及六名具實習經驗的學生。問卷調查結果以SPSS 18.0進行統計分析，並運用One-Way ANOVA及Scheffe事後檢定檢測組別間之統計差異性。研究結果顯示觀光飯店餐飲部前場主管及具實習經驗的學生認為「迎賓」是工作人員在執行任務時最頻繁使用的英語，「回應客人來店找失物」的使用頻率則為最低；除此，觀光飯店餐飲部前場主管與沒有實習經驗的學生對多項英語任務使用之需求頻率看法一致。有趣的是，觀光飯店餐飲部前場主管及具實習經驗的學生對於整體的餐廳英語任務的需求頻率看法，除了「電話預約」此一題項外，都有顯著統計差異；而針對員工英語表現之評估，雖然主管與兩組學生對英語之聽、說、讀、寫能力的重要性與員工表現有相同的看法，然主管評估員工的英語滿意度比學生自我評估的滿意度為高；除此，無論是具實習經驗的學生和沒有實習經驗的學生都表達了他們對學習餐廳英語的積極學習動機。最後，本研究配合深度訪談結果提出若干實務意涵與未來研究方向之建議。

In Taiwan, international inbound arrivals have continued to grow in recent years. To ensure that hotel guests not only enjoy a satisfying stay but also experience a service of quality that caters to their needs, Taiwan‘s international tourist venues must ensure that English competence becomes an essential job requirement for both existing and new personnel. This study aims to investigate the similarities and differences in perception between F&B (Food and Beverage) division directors in international tourist hotels and food and beverage management major students at technical colleges in northern Taipei concerning what the frequency and performance of tasks involving Restaurant English are; what different perceptions of the importance and performance of language skills exist between the student groups and the hotel management group; and whether the two student groups are motivated to learn restaurant English. Hopefully, the professors will be able to determine what kind of Restaurant English course can help these prospective college graduates to fulfill their job market needs.
The instruments used in this study were questionnaire surveys and in-depth interviews. The study was conducted on one group of hotel division directors and two groups of students with the use of questionnaire surveys. One group consisted of 210 college students without internship experience, another group was made up of 147 senior students with internship experience at the front-of-house of the F&B at an international hotel and the other one included 31 hotel directors from the front-of-house at the F&B division. The researcher utilized the SPSS (Statistical Package for Social Science) 18.0 to process the data analysis with quantitative methods. One-way ANOVA and the Scheffe post-test were employed to identify if there were significant differences between the groups. In-depth interviews were conducted with 6 international tourist hotel division directors and 6 students with internship experience.
The major findings of the research may be summarized as follows:
“Welcoming guests” is the most frequent task for the staff using English while at work. Both the management and the experienced students rated “replying to a guest when he calls about a lost item” as the lowest need. There are many varying points of view with regard to English language needs that are shared by both the management and the students without internship experience. Interestingly, in terms of all dimensions of perceived restaurant English tasks, there is significant difference of opinion between that of the hotel professionals and the experienced student group with respect to the perceived frequency of restaurant English tasks, except “taking phone reservation.” The management on the average assessed a better rating for the staff performance than for the student self-assessment.
However, there is a similar tendency for the management and the student to perceive the importance of both the four language skills and of staff English competence. The management rated these four language skills a little more important than both the experienced students and the inexperienced students. Both the experienced students and the inexperienced students expressed their motivation for learning restaurant English. According to the in-depth interviews and the research findings, practical implications and possible future research topics are discussed.

TABLE OF CONTENTS
摘要 …………………………………………………………………………………. i
ABSTRACT …………………………………………………………………………. ii
ACKNOWLEDGEMENTS ………………………………………………………… iv
TABLE OF CONTENTS…………………………………………………………….. v

CHAPTER ONE: INTRODUCTION………………………………………………1
1.1. The Status of Hospitality Industry in Taiwan……………………………………..1
1.2. Background and Motivation………………………….…………………………...2
1.3. Research Questions………….………...………………………………………….3
1.4. Significance of the Study…………………………………………………………5
1.5. Definition of Key Terms………………………………………………………….5
1.6. Structure of This Thesis…………………………………………………………..6

CHAPTER TWO: LITERATURE REVIEW………………………………………7
2.1. English for Specific Purposes………………………...............…….…………….7
2.1.1. The Origin of ESP…………………………………………………………7
2.1.2. The Development of ESP…………………………………..............……9
2.1.3. Types of ESP……………………………………………………………10
2.1.4. Characteristics of ESP………………………….………………………...12
2.1.5. Rationale behind ESP…………………………………………………….13
2.2. Needs Analysis…………………………………………………………………..14
2.2.1. Definitions of Needs Analysis……………………………………………18
2.3. Task-based Needs Analysis………………………..…………………………….21
2.4. Criteria of Tasks…………………………………………………………………24
2.5. Related Findings in Needs Analysis……………………………………………..26
2.6. Summary…………………..………………………………………………….…32

CHAPTER THREE: METHODOLOGY…………………………………………35
3.1. Participants............................................................................................................35
3.2. Procedures of the Study.........................................................................................37
3.3. Instruments of the Study........................................................................................38
3.3.1. Quantitative Instruments………………………..……………….……….39
3.3.2. Qualitative Instruments…………………………………………………..42
3.4. Data Analysis…………………………………………………….………………43
	3.4.1. Quantitative Data Analysis……………………………………………….43
	3.4.2. Qualitative Data Analysis……………………..……………………….…44

CHAPTER FOUR: RESEARCH FINDINGS…………………………………….45
4.1. Quantitative Findings……………………………………………………………45
4.1.1. Findings of Research Question One: Frequency of English Tasks.…….50
4.1.2. Findings of Research Question Two: Perceived Frequency Difference of English Tasks…………………………………………………………..52
4.1.3. Findings of Research Question Three: Levels of Task Proficiency……..55
4.1.4. Findings of Research Question Four: Comparison of Perceived Importance
of Language Skills………………………………………………....……..58
4.1.5. Findings of Research Question Five: Comparison of Perceived Staff
English Ability……………………………….……….…………….…….59
4.1.6. Findings of Research Question Six: Motivation for Learn Restaurant
English……………………………………….….…………..………….61
4.2. Qualitative Findings………………………………………………..……………63
4.2.1. Interviews with Hotel Directors………………………………………….63
4.2.2. Interviews with Students with Internship Experience……...…………….74
4.3. Chapter Summary…………………………………………………………..83

CHAPTER FIVE: DISCUSSION AND CONCLUSIONS……….….…...………84
5.1. Summary of Major Findings and Discussion…………………………………..84
5.2. Conclusions and Implications………………………..…………………………94
5.3. The Limitation of the Study……………………………………………………..97
5.4. Suggestions for Future Studies..…...…………...………..………………………98

REFERENCES……………………………………………………………..…….100

APPENDICES…………………………………………………………………….107

LIST OF TABLES
Table 1  Definition of ESP ………………………………………..……………......29
Table 2  Definition of task-based approach ………………..……………..………..33
Table 3  The reliability of dimensions of restaurant English tasks……..………….41
Table 4  Flow Chart of the Study Procedures………………….....…....………..…42
Table 5  The reliability of dimensions of motivation in learning Hospitality English
……………………………………………………………………………..42
Table 6  Demographic information of respondents…………….…...………..……47
Table 7  The reliability of dimensions of restaurant English tasks…………………49
Table 8  The reliability of dimensions of perceived staff English ability………..…49
Table 9  The reliability of dimensions of motivation in learning Hospitality English……………………………………………………………………..50
Table 10  Comparison of the perceived frequency of restaurant English tasks…....52
Table 11  Comparison of the perceived frequency of restaurant English tasks.........54
Table 12  Comparison of the perceived performance of restaurant English tasks….57
Table 13  Comparison of perceived importance of staff English ability……............59
Table 14  Comparison of perceived staff English ability............................................61 Table 15  Comparison of the motivations for learning Hospitality English………...62
Table 16  The relationships between motivation for learning Hospitality English, performance of restaurant English tasks, and English ability in experienced students…………………………………………………………………...63
Table17  The criteria and preferences for recruiting new staff……………….…….65
Table 18  The most frequent tasks the director’s staff performing at work in English…………………………………………………………………....67
Table 19  The most important tasks the director’s staff should perform in English.69
Table 20  The most difficult task the director’s staff perform in English…………..70
Table 21  The most helpful work-related things the directors learned in their
restaurant English courses………....…….………………………………71
Table 22  Answers about whether the teachers' lesson planning is focused on the needs of the workplace………………………..………………………….72
Table 23  What the directors want to learn in their future restaurant English class.72
Table24  What might be useful for those who are preparing for a job in hospitality industry to improve their English…………………….…………………..73
Table 25  The interviewee‘s duties when they worked as interns and their
 background………………………………………...……………………..75
Table 26  The most frequent tasks the interviewees performed at work in English..76
Table 27  The most important tasks that the interviewees should perform in English
         ……………………………………………………………………………77
Table 28  The most difficult task for the interviewees to perform in English….......78
Table 29  The most helpful work-related things that the interviewees learned in
their restaurant English classes………………………………………….79
Table 30  How the teacher's lesson planning is focused on the needs of the
interviewee’s workplace ………………………………………………...80
Table 31  What the interviewees want to learn in their future restaurant English
Classes…………………………………………………………………..81

LIST of FIGURES
Figure 1  Classification of ESP Categories…………………………………..…..12
Figure 2  Key Concepts in Teaching English for Specific Purposes…………….20
Figure 3  Common sections at Food and Beverage………………….……….…...36

                                

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