English  |  正體中文  |  简体中文  |  Post-Print筆數 : 11 |  Items with full text/Total items : 88866/118573 (75%)
Visitors : 23559024      Online Users : 192
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/60016


    Title: 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
    Authors: 林美瑩
    Lin, Mei Ying
    Contributors: 楊懿麗
    周碩貴

    Yang, I Li
    Joe, Shih Guey

    林美瑩
    Lin, Mei Ying
    Keywords: 學術英文
    課程規劃
    需求
    商用英文
    EAP
    curriculum design
    needs
    business English
    Date: 2010
    Issue Date: 2013-09-04 14:49:10 (UTC+8)
    Abstract: 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.
    Reference: Alderson, J. C. (1988). Testing and its administration in ESP. In D. Chamberlain & R. J. Baumgardner (Eds.), ESP in the classroom: Practice and evaluation (pp. 87-97). Hong Kong: Modern English Publications and The British Council. ELT Documents 128.

    Alderson, J. C. & Waters, A. (1983). A course in testing and evaluation for ESP teachers or how bad were my tests. In A. Waters (Ed.), Issues in ESP (1st ed., pp. 39-61). Oxford: Pergamon Press.

    Al-Humaidi, M. M. (n.d.). English for specific purposes: Review of literature. Retrieved May 9, 2011, from http://faculty.ksu.edu.sa/alhumaidi/Publications/English%20for%20Specific%20Purposes%20Review%20of%20Literature.pdf

    Allison, D., Cooley, L., Lewkowicz, J., & Nunan, D. (1998). Dissertation writing in action: The development of a dissertation writing support program for ESL graduate research students. English for Specific Purposes, 17(2), 199-217.

    Allen, J. P. B., & Widdowson, H. G. (1974). Teaching the communicative use of English. International Review of Applied Linguistics XII(1), 1-20.

    Anderson, R. H., & Pavan, B.N. (1992). Nongradedness: Helping it to happen. Lancaster, PA: Technomic Publishing Company.

    Anthony, L. (n.d.). English for Specific Purposes: What does it mean? Why is it different? Retrieved May 9, 2011, from http://www.antlab.sci.waseda.ac.jp/abstracts/ESParticle.html

    Barron, C. (1992). Cultural syntonicity: Co-operative relationships between the ESP unit and other departments. Hong Kong Papers in Linguistic and Language Teaching, 15, 1-14.

    Bazerman, C. (1988). Shaping written knowledge: The Genre and activity of the experimental article in science. Madison: University of Wisconsin.

    Benson, M. J. (1989). The academic listening task: A case study. TESOL Quarterly, 23(3), 421-445.

    Blue, G. (1993). Nothing succeeds like linguistic competence: the role of language in academic success. In G. Blue (Ed.), Language, learning and success: Studying through English. Hemel Hempstead: Phoenix ELT.

    Braine, G. (2001). Twenty years of needs analyses: Reflections on a personal journal. In J. Flowerdew & M. Peacock (Eds.), Research perspectives on English for academic purposes (pp. 195-207). Cambridge: Cambridge University Press.

    Brindley, G. (1989). The role of needs analysis in adult ESL program design. In R. K. Johnson (Ed.), The second language curriculum (pp. 63-78). Cambridge: Cambridge University Press.

    Brinton, D. M., Snow, M. A., & Wesche, M. (1989). Content-based second language instruction. New York: Newbury House.

    Cameron, R. (1998). A language-focused needs analysis for ESL-speaking nursing students in class and clinic. Foreign Language Annals, 31(2), 203-218.

    Canseco, G., & Byrd, P. (1989). Writing required in graduate courses in business administration. TESOL Quarterly, 23(2), 305-316.

    Chapman, M., & Newfields, T. (2008, April). The ‘new’ TOEIC®. Shiken: JALT Testing & Evaluation SIG Newsletter, 12(2). Retrieved May 9, 2011, from http://www.tnewfields.info/Articles/PDF/newTOEIC.pdf

    China and Taiwan investment deal. (2009, April 26). BBC news. Retrieved May 9, 2011, from http://news.bbc.co.uk/2/hi/business/8019068.stm

    Clapham, C. (1996). The development of IELTS: A study of the effect of background knowledge on reading comprehension. Cambridge: Cambridge University Press.

    Clapham, C. (2001). Discipline specify and EAP. In J. Flowerdew & M. Peacock (Eds.), Research perspectives on English for academic purposes (pp. 84-100). Cambridge: Cambridge University Press.

    Cooper, J., Lewis, R., & Urquhart, C. (2004). Using participant or non-participant observation to explain information behavior. Information Research, 9(4) paper 184. Retrieved May 9, 2011, from http://InformationR.net/ir/9-4/paper184.html

    Cortazzi, M. (1990). Cultural and educational expectations in the language classroom. In B. Harrison (Ed.), Culture and language classroom. ELT Documents 132.

    Cortazzi, M., & Jin, L. (1994). Narrative analysis : Applying linguistics to cultural models of learning. In D. Graddol & J. Swann (Eds.), Evaluating language (pp. 75-90). Clevedon: Multilingual Matters.

    Crandall, J. A. (1993). Content-centered learning in the United States. Annual Review of Applied Linguistics, 13, 110-126.

    Crystal, D. (1999). The future of Englishes. English Today, 15(2), 10-20.

    Cresswell, J. W., & Plano-Clark, V. (2007). Mixed methods research. Thousand Oaks, CA: Sage.

    Daniel, L. (2007). Research summary: Heterogeneous grouping. Retrieved May 9, 2011, from http://www.nmsa.org/Research/ResearchSummaries/HeterogeneousGrouping/tabid/1264/Default.aspx

    De Escorcia, B. A. (1984). Team teaching for students of economics: A Colombian experience. In R. Williams, J. M. Swales, & J. Kirkman (Eds.), Common ground: Shared interests in ESP and communication studies (ELT Documents No. 117, pp. 105-144). Oxford: Pergamon Press and the British Council.

    Dudley-Evans, T., & Henderson, W. (1990). The language of economics: The analysis of economics discourse. ELT Documents 134. London: Modern English Publications.

    Dudley-Evans, T., & St John, M. J. (1998). Developments in English for specific purposes: A multi-disciplinary approach. Cambridge: Cambridge University Press.

    Dudley-Evans, T., & Swales, J. (1980). Study modes and students from the Middle East. In G. M. Greenall & J. E. Price (Eds.), Study modes and academic development of overseas students. ELT Document 109.

    Dye, J. F., Schatz, I. M., Rosenberg, B. A., & Coleman, S. T. (2000, January). Constant comparison method: A kaleidoscope of data [24 paragraphs]. The Qualitative Report [On-line serial], 4(1/2). Abstract retrieved May 9, 2011, from http://www.nova.edu/ssss/QR/QR4-1/dye.html

    Ellis, M., & Johnson, C. (2002). Teaching Business English. Shanghai: Shanghai Foreign Language Education Press.

    Ellis, R. (1995). Interpreting tasks for grammar teaching. TESOL Quarterly, 29(1), 87-106.

    Far, M. M. (2008, April 5). On the relationship between ESP & EGP: A general perspective. English for Specific World, 7(17), Article 4. Retrieved May 9, 2011, from http://www.esp-world.info/Articles_17/PDF/On%20the%20Relationship%20between%20ESP%20&%20EGP%20(Mohseni%20Far).pdf

    Finney, D. (2002). The ELT curriculum: A flexible model for a changing world. In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: an anthology of current practice (pp. 69-79).

    Flowerdew, J. (1993). Content-based language instruction in a tertiary setting. English for Specific Purposes, 12(2), 121-138.

    Flowerdew, J. (1994). Academic listening: Research perspectives. Cambridge: Cambridge University Press.

    Flowerdew, J., & Miller, L. (1995). On the notion of culture in second language lectures. TESOL Quarterly, 29(2), 345-374.

    Flowerdew, J., & Peacock, M. (Eds.). (2001). Research perspectives on English for academic purposes. Cambridge: Cambridge University Press.

    Gill, S. K. (2004). Medium-of-instruction policy in higher education in Malaysia: Nationalism versus internationalization. In J. W. Tollefson & A. B. M. Tsui (Eds.), Medium of instruction policies: Which agenda? Whose agenda? (pp. 135-152). Mahwah, NJ: Lawrence Erlbaum.

    Graddol, D. (1997). The Decline of the native speaker. English in a changing world. AILA Review 13.

    Graddol, D. (2000). The future of English. London: The British Council.

    Gutierrez, R., & Slavin, R. E. (1992). Achievement effects of the non-graded elementary school: A best evidence synthesis. Review of Education Research, 62(4), 333-376.

    Hansen, C., & Jensen, C. (1994). Evaluating lecture comprehension. In J. Flowerdew (Ed.), Academic listening: Research perspectives (pp. 241-268). Cambridge: Cambridge University Press.

    Herbert, P. (2010). A study of a native and non-native speaker co-teaching program in Taiwanese elementary schools. Doctoral dissertation, National Chengchi University, Taipei, Taiwan.

    Hewings, M., & Dudley-Evans, T. (1996). Evaluation and course design in EAP. Hertfordshire, UK: Prentice Hall Macmillan.

    Higgins, J. J. (1966). Hard facts (Notes on teaching English to science students). English Language Teaching, 21, 55-60. (Reprinted in J. Swales [Ed.], Episodes in ESP [pp. 28-34], 1988, New York: Prentice Hall)

    Holliday, A. (1994). Appropriate methodology and social context. Cambridge: Cambridge University Press.

    Hutchinson, T., & Waters, A. (1980). ESP at the crossroads. English for specific purposes (Newsletter), 36, 1-6. Oregon State University. (Reprinted in J. Swales [Ed.], Episodes in ESP [pp. 174-185], 1988, New York: Prentice Hall)

    Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning-centered approach. Cambridge: Cambridge University Press.

    Jenkins, S., Jordan, M. K., & Weiland, P. O. (1993). The role of writing in graduate engineering education: A survey of faculty beliefs and practices. English for Specific Purposes, 12, 51-67.

    Joe, S. G. (周碩貴) (2008). Quan Qiu Hua Xia De Tai Wan Ying Yu Jiao Xue Zong Ti Jian—Xue Shu Ying Wen Neng Li Yu Xue Shu Ying Wen Ke Cheng Yan Jiu/Overall examination on English teaching in Taiwan under the influence of globalization—A study on EAP abilities and EAP curriculum (全球化下的臺灣英語教學總體檢-學術英文能力與學術英文課程研究). Project sponsored by National Science Council, Taiwan, R.O.C. NSC 97-2410-H-255-002-MY2.

    Joe, S. G., & Lin, M. Y. (周碩貴、林美瑩) (2010). Teachers’ perceptions of EAP for graduate programs at business colleges in Taiwan. The Proceedings of 2010 International Symposium on ESP and Its Application in Nursing & Medical English Education. Kaohsiung, Taiwan: Fooyin University.

    Joe, S. G., & Lin, M. Y. (周碩貴、林美瑩) (2011). Cong Yan Jiu Sheng De Guan Dian Tan Tao Shang Guan Xue Yuan Shuo Shi Ban Zhi Xue Shu Ying Wen Jiao Xue/Graduate students’ perceptions of EAP teaching at business colleges (從研究生的觀點探討商管學院碩士班之學術英文教學). In S. G. Joe, S. M. Su, & M. N. Yang (Eds.), Pedagogical issues of EGP and ESP: Theory and practice Vol. II. (pp. 11-28). Taipei: Crane Publishing.

    Johns, A. M. (1997). Text, role, and context: Developing academic literacies. Cambridge: Cambridge University Press.

    Johns, A. M., & Dudley-Evans, T. (1991). English for specific purposes: International in scope, specific in purpose. TESOL Quarterly, 25(2), 297-314.

    Johns, T. F., & Dudley-Evans, A. (1980). An experiment in team teaching overseas postgraduate students of transportation and plant biology. In Team teaching in ESP (ELT Documents No. 106, pp. 6-23). London: British Council. (Reprinted in J. Swales [Ed.], Episodes in ESP [pp. 137-156], 1988, New York: Prentice Hall)

    Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14-26.

    Jordan, R. R. (1997). English for academic purposes: A guide and resource book for teachers. Cambridge: Cambridge University Press.

    Kelly, A. V. (1989). The curriculum: Theory and practice (3rd ed.). CA: SAGE Publications Inc.

    Kennedy, C. (2001). Language use, language planning and EAP. In J. Flowerdew & M. Peacock (Eds.), Research perspectives on English for academic purposes (pp. 25-41). Cambridge: Cambridge University Press.

    Krashen, S. (1985). The input hypothesis. London: Longman.

    Kuo, C. H. (1987). A needs analysis of university undergraduates, graduates, and technical professionals. Paper presented at the 4th National Conference on English Teaching and Learning in the Republic of China, Taipei, Taiwan.

    Kuo, C. H. (1993). Problematic issues in EST materials development. English for Specific Purposes, 12(2), 171-181.

    Kuo, C. H. (2001). Academic competence: Design an EAP course for Ph.D. students. Paper presented at the Proceedings of the 8th Conference on English Teaching and Learning in the Republic of China, Taipei, Taiwan.

    Kushner, S. (1997). Tackling the needs of foreign academic writing. IEEE Transactions on Professional Communication, 40(1), 20-25.

    Lai, J. (2011, March 17). Making their springboard to China. Common Wealth. Retrieved May 9, 2011, from http://english.cw.com.tw/article.do?action=show&id=12692

    Learning by the case method (N15-86-1136.0). (1986). MA, U.S.: Case Program, Kennedy School of Government, Harvard University.

    Li, W. (1993). China English and Chinglish. Foreign Language Teaching and Research, 4. Abstract retrieved May 9, 2011, from http://en.cnki.com.cn/Article_en/CJFDTOTAL-WJYY199304003.htm

    Line, M. B. (1971). The information uses and needs of social scientists: An overview of INFROSS. Aslib Proceedings, 23(8), 412-435.

    Long, M. (1983). Native speaker/non-native speaker conversation and the negotiation of comprehensible input. Applied Linguistics, 4, 126-141.

    Mackey, P. (2007). The future Englishes of the world: One lingua franca or many? [Electronic version]. EA Journal, 23(2), 12-19. Retrieved May 9, 2011, from http://www.englishaustralia.com.au/index.cgi?E=hcatfuncs&PT=sl&X=getdoc&Lev1=pub_jour_23_&Lev2=EAJ_23_2_mac

    Manhit, B. J. (1980). The case for reading: A socio-political perspective. Education Quarterly, 26(4), 32-41.

    Manhit, B. J. (1981). Alternatives for functional literacy: A socio-psychophilo- sophical perspective. Education Quarterly, 27(4), 1-25.

    Mason, A. (1983). Understanding academic lectures. Eaglewood Cliffs NJ: Prentice Hall.

    McArthur, T. (2003). Tackling the needs of foreign academic writing. IEEE Transactions on Professional Communication,40(1), 20-25.

    McAvoy, D. (1998, November 15). Heterogeneous grouping of students and its effects on learning. Retrieved May 9, 2011, from http://ruby.fgcu.edu/courses/80337/McAvoy/HETERO~1.html

    Met, M. (1998). Curriculum decision-making in content-based language teaching. In J. Cenoz & F. Genesee (Eds.), Beyond bilingualism: Multilingualism and multilingual education (pp. 35-63). Philadelphia, PA: Multilingual Matters.

    Miller, B. (1990). The multi-grade classroom: A resource book for small rural school districts. (ERIC Document Reproduction Service No. ED320719)

    Munby, J. (1978). Communicative syllabus design. Cambridge: Cambridge University press.

    Northcott, J. (2001). Towards an ethnography of the MBA classroom: A consideration of the role of interactive lecturing styles within the context of one MBA programme. English for Specific Purposes, 20(1), 15-37.

    Nunan, D. (1989). Hidden agendas: The role of the learner in program implementation. In R. K. Johnson (Ed.), The second language curriculum (pp. 176-186). NY: Cambridge University Press.

    Olaofe, I. (1994). Testing English for academic purposes (EAP) in higher education. Assessment & Evaluation in Higher Education, 19(1), 37-48. Retrieved May 9, 2011, from http://dx.doi.org/10.1080/0260293940190104

    Orr, T. (2001). English language education for specific professional needs. IEEE Transactions on Professional Communication, 44(3), 207-211.

    Orr, T., Smith, I., & Watanabe, H. (2003, September). A proposal for professional English language support for graduate schools in Japan: Initial studies and preliminary results. Paper presented at the 2003 IEEE International Professional Communication Conference, Orlando, Florida.

    Orr, T., & Yoshida, K. (2001). Orienting university students to the language and culture of their disciplines. Paper presented at the 2001 IEEE International Professional Communication Conference, Sante Fe, New Mexico.

    Pakir, A. (2004). Medium-of-instruction policy in Singapore. In J. W. Tollefson & A. B. M. Tsui (Eds.), Medium of instruction policies: Which agenda? Whose agenda? (pp. 117-133). Mahwah, NJ: Lawrence Erlbaum.

    Pennycook, A. (1996). Borrowing others’ words: Text, ownership, memory and plagiarism. TESOL Quarterly, 30(2), 201-230.

    Pica, T. (1992). The textual outcomes of native speaker-nonnative speaker negotiation: What do they reveal about second language learning. In C. Kramsch & S. McConnell-Ginet (Eds.), Text and context: Cross-disciplinary perspectives on language study (pp. 198–237). Lexington, MA: D. C. Heath.

    Pickett, D. (1989). The sleeping giant: Investigations in Business English. Language International, 1, 5-11.

    Platt, J. T. (1975, October). The Singapore English Speech Continuum and Its Basilect ‘Singlish’ as a ‘Creoloid.’ Anthropological Linguistics, 17, 363-374.

    Ramzy, A. (2006, June 19). Get ahead, learn Mandarin. Time Magazine. Retrieved May 9, 2011, from http://www.time.com/time/asia/covers/501060626/story.html

    Richards, J. C. (2001). Curriculum development in language teaching. NY: Cambridge University Press.

    Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching: An anthology of current practice. NY: Cambridge University Press.

    Richards, J. C., & Schmidt, R. (2002). Longman dictionary of language teaching & applied linguistics (3rd ed.). London: Pearson Education Limited.

    Richards, R. T. (1988). Thesis/Dissertation writing for EFL students: An ESP course design. English for Specific Purposes, 7, 171-180.

    Richterich, R. (1983). Introduction. In R. Richterich (Ed.), Case studies in identifying language needs (pp. 11-13). Oxford: Pergamon Press.

    Robinson, P. C. (1984). Definitions of ESP. In ESP (English for Specific Purposes). Oxford: Pergamon Press.

    Robinson, P. C. (1991). ESP today: A practitioner’s guide. Hemel Hempstead: Prentice-Hall.

    Rodgers, T. (1989). Syllabus design, curriculum development and polity determination. In R. K. Johnson (Ed.), The second language curriculum (pp. 24-34). New York: Cambridge University Press.

    Sanders, J. R. (1992). Evaluating school programs: An educator’s guide. Newbury Park, CA: Corwin Press.

    Sano, H. (2002). The world’s lingua franca of science. English Today, 18(4), 45-49.

    Scollon, R. (1996). Plagiarism and ideology: Identity in intercultural discourse. Language in Society, 24, 1-28.

    Scott, J., & Marchall, G. (Eds.). (2005). Non-participant observation. Oxford Dictionary of Sociology. Oxford University Press. Retrieved May 9, 2011, from http://www.enotes.com/oxsoc-encyclopedia/non-participant-observation

    Seidlhofer, B. (2005). English as a lingua franca. ELT Journal, 59(4), 339-341.

    Shieh, W. Y. (2008). Needs and performance in hospitality English in Taiwan as perceived by hotel practitioners. Doctoral dissertation, National Taiwan Normal University, Taipei, Taiwan.

    Short, D. J. (1999). Integrating language and content for effective sheltered instruction programs. In C. J. Faltis & P. Wolfe (Eds.), So much to say: Adolescents, bilingualism, & ESL in the secondary school (pp. 105-137). New York: Teachers College Press.

    Slavin, R. E. (1990). Achievement effects of ability grouping in secondary schools: A best-evidence synthesis. Review of Educational Research, 60(3), 471–499.

    Snow, M. A. (2001). Content-based and immersion models for second and foreign language teaching. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed., pp. 303-318). Boston: Heinle & Heinle.

    Spack, R. (1988). Initiating ESL students into the academic discourse community: How far should we go? TESOL Quarterly, 22(1), 29-52.

    Spanos, G. (1990). On the integration of language and content instruction. Annual Review of Applied Linguistics, 10, 227-240.

    St John, M. J., & Johnson, C. (1996). Why this volume. English for Specific Purposes, 15(1), 1-2.

    Stoller, F. L. (2004). Content-based instruction: Perspectives on curriculum planning. Annual Review of Applied Linguistics, 24, 261-283.

    Strevens, P. (1977). Special purpose language learning: A perspective. Language Teaching and Linguistics Abstracts, 10, 145-163.

    Strevens, P. (1988). ESP after twenty years: A re-appraisal. In M. Tickoo (Ed.), ESP: State of the art (pp. 1-13). Singapore: SEAMEO Regional Language Centre.

    Stufflebeam, D. L., McCormick, C. H., Brinkerhoff, R. O., & Nelson, C. O. (1985). Conducting educational needs assessment. Boston: Kluwer Nijhoff Publishing.

    Su, S., Chen, H. C., & Fahn, R. L. (蘇秀妹、陳秀潔、范瑞玲) (2007). Towards a process-oriented ESP course design for the EFL nursing professional. Proceedings of 2007 International Symposium on ESP and Its Application in Nursing & Medical English Education. Kaohsiung, Taiwan: Fooyin University.

    Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235-252). Rowley, MA: Newbury House.

    Swales, J. (Ed.). (1988). Episodes in ESP: A source and reference book for the development of English for science and technology. New York: Prentice Hall.

    Swales, J. M. (1990). Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press.

    Taiwan a springboard to China. (2010, September 14). The Straits Times. Retrieved May 9, 2011, from http://www.straitstimes.com/BreakingNews/Lifestyle/Story/STIStory_578418.html

    Tan, C. (2006). Change and continuity: Chinese language policy in Singapore. Language Policy, 5(1), 41-62.

    Tarantino, M. (1988). Italian in-field EST users self-assess their macro- and micro-level needs: A case study. English for Specific Purposes, 7, 33-53.

    Tardy, C. (2004). The role of English in scientific communication: Lingua franca or Tyrannosaurus rex? Journal of English for Academic Purposes, 3, 247-269.

    Tarone, E., & Yule, G. (1989). Focus on the language learner. Oxford: Oxford University Press.

    Tollefson, J. W., & Tsui, A. B. M. (Eds.). (2004). Medium of instruction policies: Which agenda? Whose agenda? Mahwah, NJ: Lawrence Erlbaum.

    Toma, J. D. (2000). How getting close to your subjects makes qualitative data better. Theory into Practice, 39, 177-184.

    Tsui, A. B. M. (1996). English in Asian bilingual education: From hatred to harmony: A response. Journal of Multilingualism and Multilingual Development, 17(2), 241-247.

    Tsui, C. J. (1991). English communication skills needs of professionals in Taiwan’s high-technology industries. IEEE Transactions on Professional Communication, 34(2), 79-82.

    Wang, M. F., & Bakken, L. L. (2004). An academic writing needs assessment of English-as-a-second-language clinical investigators. the Journal of Continuing Education in the Health Professions, 24, 181-189.

    Wang, Y. C., & Chen, H. C. (2007). An investigation of L2 learners’ EAP skills on business English courses for vocational purposes at the institute of technology in Taiwan. Proceedings of 2007 International Symposium on ESP and Its Application in Nursing & Medical English Education (pp. 153-172). Kaohsiung, Taiwan: Fooyin University.

    Warschauer, M (2000). The Changing Global Economy and the Future of English Teaching. TESOL Quarterly, 34(3), 511-536.

    Weir, C., & Roberts, J. (1994). Evaluation in ELT. Oxford: Blackwell.

    Wesche, M. B., & Skehan, P. (2002). Communicative, task-based, and content-based language instruction. In R. B. Kaplan (Ed.), The Oxford handbook of applied linguistics (pp. 207-228). NY: Oxford University Press.

    West, R. (1994). Needs analysis in language teaching. Language Teaching, 27, 1-19.

    Widdowson, H. G. (1983). Learning purpose and language use. Oxford: Oxford University Press.

    Williams, R. (1978). EST–Is it on the right track? In C. J. Kennedy (Ed.), English for specific purposes [Special issue]. MALS Journal (Midlands Applied Linguistics Association) (pp. 25-31), The University of Birmingham, U.K.

    Wood, A. (2001). International scientific English: The language of research scientists around the world. In J. Flowerdew & M. Peacock (Eds.), Research perspectives of English for academic purposes (pp. 71-83). Cambridge: Cambridge University Press.

    Yang, H. Y. (楊秀榆) (2006). A needs analysis of English: Perceptions of faulty and doctoral students. Unpublished master’s thesis, National Chiao Tung University, Hsinchu, Taiwan.

    Zhang, Z. (2007). Towards an integrated approach to teaching Business English: A Chinese experience. English for Specific Purposes, 26, 399-410.
    Description: 博士
    國立政治大學
    英國語文學研究所
    92551505
    99
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G0925515051
    Data Type: thesis
    Appears in Collections:[英國語文學系] 學位論文

    Files in This Item:

    File SizeFormat
    505101.pdf2182KbAdobe PDF250View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告
    1.本網站之數位內容為國立政治大學所收錄之機構典藏,無償提供學術研究與公眾教育等公益性使用,惟仍請適度,合理使用本網站之內容,以尊重著作權人之權益。商業上之利用,則請先取得著作權人之授權。
    2.本網站之製作,已盡力防止侵害著作權人之權益,如仍發現本網站之數位內容有侵害著作權人權益情事者,請權利人通知本網站維護人員(nccur@nccu.edu.tw),維護人員將立即採取移除該數位著作等補救措施。
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback