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。

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.

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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