與世界連結：利用專題導向學習法提升餐飲系學生之英語能力與飲食文化知識

本教學實踐計畫為突破技職院校餐飲系學生，學習術科動機遠高於學習學科的困境，其中又以語言與文化學科之學習更是如此。為激發餐飲系學生對於餐飲英文及飲食文化學習的動機，研究者於107學年度上學期安排兩班「進階餐飲專業英語」（Advanced Catering English）課程學生分組完成五個被登錄的「世界飲食文化遺產」的中文書面專題報告及英語簡報。希望藉此提升餐飲系學生世界飲食文化知識及專業英語能力。為能更瞭解學生對此課程的學習心得及製作專題的心路歷程，研究者於課程結束之後，對兩班共十組學生進行焦點訪談（Focus Group），每組訪談時間為一小時，並利用紮根理論（Grounded Theory）對十小時的訪談內容加以分析。本研究發現，為完成專題製作，學生們必須與組員合作，竭盡彼此英文及電腦網路搜尋能力從事文獻閱讀及討論並製作中英文書面及口說報告。本教學策略可以引發學生的學習動機，強化其自主及同儕合作學習，並進一步提升餐飲英文能力與飲食文化知識，以達到與世界連結的目的。本計畫利用專題導向學習法（PjBL）及豐富的網路資料和影片，將飲食文化知識融入於「進階餐飲專業英語」課程的教學，體現跨語言與文化領域教學的理想，期望本研究結果可提供通識教育教師做為日後跨領域課程設計之參考。

關鍵字

世界飲食文化遺產；專題導向學習法；學習動機；餐飲專業英語

並列摘要

The aim of the teaching research plan was to guide two classes of students in ＂Advanced Catering English＂ course to take on doing research projects of UNESCO Intangible Cultural Heritage-The Food Edition. At the beginning of the first semester of 107-academic-year, 111 students were separated into ten groups (five groups for each class) to complete 10 projects related to the intangible cultural elements based on food. Students were assigned into different groups according to their free will. Each group from each class was allowed to select its favorite topic from the five topics selected from the list of UNESCO Intangible Cultural Heritage-The Food Edition, but no two groups in the same class would select the same topic. After deciding on the topic, the students were asked to search for their research articles from the website of UNESCO or the other websites providing information about their selected topics. Each group had to collect four articles and four short documentaries including one formal written announcement or introduction and one short introductory film provided by UNESCO within two weeks. From the third week to the seventh week, each group took turns to give a one-hour presentation in Chinese to share the collected articles and films with the other classmates. In addition, each group of students needed to make plans to complete their reading and discussion and design their final written project in Chinese and one 30-minute-long English oral report in the eighth and ninth week. It was hoped that students' English can be improved through the practice of the four skills (listening, speaking, reading and writing). During the production of the final written and oral projects, students had to combine the English proficiency and other related abilities, such as computer network search, literature reading, setting the content of the project topics, and the ability to solve various problems to complete their final products. The main steps and processes were actively discussed by the students with the instructor and progressed. After the project presentations, ten one-hour focus groups were conducted by the instructor to collect ten groups of students' ideas and experiences about the Project-Based learning (PjBL). The main feature of this course was to allow students to learn English autonomously and collaboratively, and to construct special projects that were meaningful to them. The innovative thinking of this project was to use the rich internet materials and videos to integrate the knowledge of food culture into the teaching of ＂Advanced Catering English＂ course to reflect the ideal teaching in cross-language and cultural fields. At the same time, using the project-based learning method, peer-to-peer cooperative learning approach, and technology-based language learning approach in the course, I hope to enhance students' English ability, their connection with the world, and their motivation to learn English and food culture in the future.