- 學位論文
國際技能競賽汽車技術職類英語標靶訓練模式技術報告 - 以臺灣選手參加第43屆2015年競賽為例
A Technical Report on English Communication Skills Training Program Targeted to Automobile Technology of WorldSkills Competition – A Case Report of Taiwan Participant in 2015
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摘要
臺灣自1970年加入國際技能競賽迄今，每屆均有卓越的表現。經過激烈的全國賽所選拔出來的汽車技術職類國手，堪稱技壓群倫；然而面臨以英語為官方語言的國際技能競賽時，語言的隔閡對部分選手造成競賽的障礙，導致其競賽時產生焦慮感及不安定性，面對競賽的測驗項目以及來自國際裁判的提問，無法隨機應變、遇到非預期狀況時，缺乏臨場反應，使得選手無法真正發揮專業技能實力，這不僅是選手個人的遺憾，也是國家的損失。 本文的目的在建構一個英文語言溝通訓練模式(附錄2)，增進臺灣選手在國際技能競賽過程中之英文口語溝通表達能力。以國際技能競賽的語言環境為指標，協助選手建構、組織技能競賽溝通時所需的基本英文字彙、文本、句型；教學概念主要採納兩種教學法: 後設認知教學法、跨語言溝通策略；佐以資訊融入教學的工具性輔助；訓練的執行模式兼容並蓄兩大原則: 英語教學，技能競賽溝通導向訓練，藉由教材的選用、教學場所配置的專業設備，以模擬國際技能競賽的實際狀況，以及角色扮演的方式來進行教學活動，依此模式訓練下，本職類於42參賽國中獲得銅牌獎。 為了記錄選手的學習歷程，本文收錄選手的英語學習日誌於附錄3內；在附錄4收錄選手遠赴國外參加技能競賽之後，針對本英語溝通訓練模式之學習成效，對選手及隨行教練進行個別訪談，著手資料的收集，以瞭解關於國際技能競賽的活動情況、選手本身參賽經驗的觀察與理解、以及競賽影響選手所產生的想法及感受，作為日後改善本訓練模式之參考。
並列摘要
The main purpose of this paper is to contrive a language communication skills training program to promote Taiwan participants’ English competence targeted to WorldSkills Competition (WSC). English, the official language of WSC, is not the mother tongue of students in Taiwan. This paper illustrates an example to help Taiwan participants learn how to utilize English to get better two-way understanding throughout the competition process. It is hoped that with adequate communication skills, participants will be more focused on showing their professional talents and increase the chance of winning in WSC. The training program in Appendix 2 is targeted to WSC environment, expected to formulate a constructive and organized English communication skills teaching texture to Automobile Technology professional skill in WSC. The teaching concept is mainly based on 2 teaching methods: Teaching and Metacognition & Strategies in Interlanguage Communication. With the application of technology integration as instrumental media, the implementation follows two principles: English Teaching and Skills Competition Oriented Communication Training. By means of effective teaching materials selection, drilling in emulated competition environment, and interactive role-playing with International Juries, it is hoped the participant can be acquainted with cross-language interchange during the competitions. In order to keep track of the participant’s learning development, his English learning log is included in Appendix 3. Later in Appendix 4, as a quality control and exit program review, follow-up personal interviews were carried out and recorded to gather data: learning about specific events in WSC, gaining insight into the participant’s interior experiences, and how events affected the participant’s thoughts and feelings.
參考文獻
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