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系統識別號 U0002-1607201810390200
中文論文名稱 科技大學觀光英文合作型協同教學之個案探討
英文論文名稱 Using Collaborative Team Teaching in an ESP Environment: A Case Study of College Tourism English
校院名稱 淡江大學
系所名稱(中) 英文學系博士班
系所名稱(英) Department of English
學年度 106
學期 2
出版年 107
研究生中文姓名 葉美華
研究生英文姓名 Mei-Hwa Yeh
電子信箱 emi.yeh@gmail.com
學號 897110051
學位類別 博士
語文別 英文
口試日期 2018-07-02
論文頁數 137頁
口試委員 指導教授-王藹玲
委員-張雅慧
委員-林裕昌
委員-劉繼仁
委員-蘇旻洵
中文關鍵字 協同教學  專業英文  觀光英文  角色扮演幫助語言學習 
英文關鍵字 English for Specific Purposes  Tourism English  Team Teaching 
學科別分類
中文摘要 研究生:葉美華 指導教授:王藹玲
論文提要內容:
本研究為一學年的協同教學課程計畫,其目的是在於能深化技職教育之實務教學,培育具有實作力及就業力之優質專業人才,加強技職教育與產業接軌,提供學生零距離之產業科技認知以及縮短學校教育與業界人才需求之距離。本研究由教育部贊助指導,採用雙師制度,利用業界師資專業的知識來彌補語言師資課堂上不足的部分。本研究進行一年,業界師資採取課堂討論以及小組角色扮演的模式讓學生對觀光英語這門科目有更深一層的體認。透過課前問卷分析,業師以及語言老師得知學生的需求,根據需求設計上課的模式得到以下的結論:一、48個學生中有34個學生沒有出過國,但是學生仍然想要學習觀光英文文化相關的訊息而非只有課本上的知識。二、三分之一的課程由業界師資及語言老師共同授課,採取狀況劇角色扮演的模式在同學前面用英文演出來,之後全班在討論合理的解決方案,此方式有助於學生主動學習以及練習解決問題的方法同時也透過別組的解決方式真正了解到業界是怎麼解決問題的。三、學生在這樣的上課方式有什麼樣的改變或成長呢?大部分的學生都顯示了1.對口說英文是有進步且有信心2.有能力獨自用英文做一份三分鐘以上的英文報告3.從同儕及老師得到多元學習來源4.資料蒐集整合的進步與成長 5.對國外旅遊以及觀光英文有更寬廣的視野6.獲得許多專業的觀光英文產業知識 四、學生對協同教學的業界師資的上課互動反應等都持正面的肯定,學生也覺得透過協同教學能對產業界有更進一步的了解。從以上研究結果發現,協同教學可以補足學校與產業界的落差,也讓學生對未來從事的產業有更深一層的了解。
英文摘要 Abstract:
This study is a one academic year team teaching project. The purpose of the project is to consolidate the pragmatic learning in the university of technology, to cultivate students to become expertise with practical abilities for their future career market. It also
seeks to link the education market and to shorten the distance between school education and demands of the field. This project was sponsored and directed by the MOE, adopting the team teaching approach. It hopes to get help from the team teachers from the industry to compensate for the practical knowledge the language teacher lacks.
The conclusions are as follow: 1.Out of 48 students in the class, 34 of them have never been abroad in their lives. Still, they wanted to learn something more about the culture and festivals about other countries rather than just the information on the textbooks. 2. One-third of the classes were co-taught by the team teacher and the language teacher. The course formats were role-play scenario in group presentations for students to brainstorm the possible solutions. All the scenarios were chosen from the team teacher’s previous tour leading experiences. The scenarios were all real situations. In this role-play scenario, students learned how to learn actively and tried to solve problems with classmates. At the same time, they observed from the other group to discover the solutions.
They learned how the industry tries to solve problems in class situations. 3. What changes or perception the students have after this team teaching course? Most of the students showed the following impacts: progress and confidence in speaking English, the ability to make a complete PPT presentation in English, they had various learning input from their peers and their teachers, they showed progress in information gathering and data analysis, and most important of all, the students broadened their viewpoints about traveling abroad and had various aspects towards tourism English. 4. The majority of the students had positive ideas about team teaching. They considered they could have a further understanding toward the industry. From the above finding, team teaching could not only bridge the gap between the school and the industry, but also help students better nderstand the industry they would get involved in the future.





論文目次 Table of Content
CHAPTER ONE: INTRODUCTION 1
The Need for Conducting this Study 4
The Purpose of the Research 7
Significance of Study 7
Definition of Important Terms 8
Organization of the Dissertation 9
Research Questions 10
CHAPTER TWO: REVIEW OF LITERATURE 12
2.1 Team Teaching 12
2.1.1 Why Team Teaching 13
2.1.2 The History of Team Teaching 14
2.1.3 The Definition of Team Teaching 15
2.1.4 Models of Team Teaching 17
2.1.5 The Benefits of Team Teaching 20
2.1.6 The Current Situation and Problem of Team Teaching in Taiwan Higher Education 22
2.2 English for Specific Purposes 28
2.2.1 The Origin of ESP 29
2.2.2 Defining ESP 30
2.2.3 Classification of ESP 32
2.2.4 Needs Analysis 34
2.3 English for Tourism Purposes 38
2.3.1 Definition of ETP 39
2.3.2 Importance of ETP 41
2.4 Role-Play 42
2.4.1 Definition of Role Play 43
2.4.2 Benefits of Role Play 43
3.1 The Pilot Study 47
3.1.1 Participants 47
3.1.2 Material Selection 48
3.1.3 Procedures 49
3.1.4 Data Collection 51
3.1.5 Data Analysis 51
3.1.6 Findings and Implications for the Pilot Study 52
3.2 Main Study 57
3.2.1 Participants 58
3.2.2 Material Selection 58
3.2.3 The Team Teacher 59
3.2.4 Procedures 60
3.2.5 Data Collection 67
3.2.6 Data Analysis 70
CHAPTER FOUR: FINDING 73
Background Information for tourism needs and expectation 73
CHAPTER FIVE DISCUSSION 81
Research Question 1: What are the students’ needs and their perceptions of Tourism English? 81
Research Question 2: How do the team teacher and the language teacher deal with the approach of Tourism English? 84
The Role Play Scenarios 86
The PPT Presentation Content 100
Research Question 3: What changes or perspectives do the students have after this team teaching course? 102
Research Question 4: How are the students’ attitude toward and perceptions of the team teaching course and the team teacher? 108
CHAPTER SIX: CONCLUSION 118
6.1 Overview of the Study 118
6.2 Conclusion 120
Research Question One: . 120
Research Question Two: 120
Research Question Three: . 121
Research Question Four: 122
6.3 Pedagogical Implications 122
6.4 Limitations of the study 124
6.5 Recommendations for Future Studies 124
REFERENCES 126
ENGLISH REFERENCES 126
聯合報 (民107)。技職人才荒!職校積極引進業師 縮短學用落差。 132
APPENDICES 133
Appendix A: ESP-Tourism English Orientation Questionnaire 133
Appendix B: TPCU the Team Teaching Satisfactory Questionnaires for students 134
Appendix C: Appendix C TPCU the Team Teaching Satisfactory Questionnaires for team teacher 136
Appendix D: Consent Form 137


List of Figures and Tables

FIGURE 1:ESP CLASSIFICATIONS BY PROFESSIONAL AREA (DUDLEY-EVANS AND ST. JOHN, 1998) P.6. 33
FIGURE 2: DUDLEY-EVAN & ST JOHN’S CONCEPT MAP OF NEEDS ANALYSIS 37

TABLE 1: SUMMARIES OF THE TEAM TEACHING STUDIES IN TAIWAN 28
TABLE 2: SYLLABUS FOR SOPHOMORE ESP: TOURISM-I 66
TABLE 3: SYLLABUS FOR SOPHOMORE ESP: TOURISM-II 67
TABLE 4: DATA COLLECTION AND ANALYSIS FOR RESEARCH QUESTIONS 71
TABLE 5: BACKGROUND INFORMATION OF THE STUDENTS 74
TABLE 6: STUDENTS’ PERCEPTIONS OF THE IMPORTANCE OF THE FOUR SKILLS IN TOURISM ENGLISH 75
TABLE 7: STUDENTS’ FREQUENCY OF USING ENGLISH IN DAILY LIVES 78
TABLE 8: THE COUNTRIES STUDENTS HAD VISITED BEFORE THIS CLASS 79
TABLE 9: THE TEAM TEACHER FOCUSES ON INTERACTION AND ENCOURAGES STUDENTS TO ASK QUESTIONS 109
TABLE 10: THE TEAM TEACHER CAN CONTROL THE WHOLE CLASS AND ATTEND TO THE REACTIONS OF THE STUDENTS 109
TABLE 11: I’M SATISFIED WITH THE TEAM TEACHER’S’ PROFESSION KNOWLEDGE AND TECHNIQUES 110
TABLE 12: THE TEAM TEACHER IS WILLING TO SOLVE STUDENTS’ PROBLEMS IN OR OUTSIDE OF THE CLASS 111
TABLE 13: THE TEAM TEACHER’S TEACHING CONTENT CORRESPONDS WITH THE COURSE’S REQUIREMENT 112
TABLE 14: COMPARED WITH GENERAL LECTURE CLASS, I AM MORE SATISFIED WITH THE PRAGMATIC CONTENT 112
TABLE 15: I’M SATISFIED WITH THE OVERALL TEACHING STYLES AND ATTITUDE 114
TABLE 16: THE CONTENT HELP ENHANCE MY PROFESSIONAL SKILLS TO PRAGMATIC USAGE 114
TABLE 17: I HAD BETTER UNDERSTAND THE ENVIRONMENT OF TOURISM 115
TABLE 18: THE CONTENT HAVE POSITIVE HELP IN MY PRAGMATIC LEARNING 116

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