學術寫作課程設計研究：比較英國與台灣兩所大學

An Investigation of the English Academic Writing Curriculum Design: A Comparative Study of Two Selected Universities in the UK and in Taiwan

徐于捷(Yu-chieh Hsu)

指導教授 ： 劉德烜教授

國立中正大學/文學院/英語教學研究所/碩士(2014年)

摘要

摘要
目前已有許多關於學術寫作課程設計的研究，然而極少研究針對比較不同語言學習環境的學術寫作課程設計。本研究選定台灣及英國兩所大學，研究與比較兩個地方的學術課程設計。

此研究的研究方法採用教師面談及線上學生問卷。前者了訪問兩位在台灣、三位在英國的授課教師；後者包含十九位在台灣、四十一位在英國修課的學生。統整教師面談的內容及學生問卷結果後，將兩項資料分析、整理出相關的研究發現。

教師面談結果顯示台灣及英國的學術寫作課程設計理論與課程目標相近，惟有在教學法的使用、給予學生回饋的方式及選用教材上不同。此研究發現，課程設計的理論與原則適用於兩個不同的學習語境，然而，在以英文為外語的語境下，學生要加強閱讀及寫作練習來彌補缺乏英語環境的狀況。

關鍵字：學術英文寫作、學術英語課程設計、專業英語課程設計、英語為外國語、英語為第二外語

關鍵字

學術寫作課程設計

並列摘要

Abstract
A number of studies have investigated English for academic purposes (EAP) curriculum design and English writing instruction. However, not enough research has been conducted on comparing academic writing curriculum design in the settings of English as a second language (ESL) and English as a foreign language (EFL) learning contexts.

In order to answer the research question about the similarities and differences of the academic English writing curriculum design in the two selected universities in the UK and in Taiwan, two research methods were adopted: (a) interviewing teacher-participants on curriculum design and teaching principles; (b) a questionnaire on students’ perceptions of the course and their perceived learning outcomes. The respondents were 2 teacher-participants in Taiwan and 3 in the UK; 41 student-participants in the UK and 19 in Taiwan. The findings were generated from analyzing the interview summaries and questionnaire results.

The interview data suggested that the course goals and objectives in both countries were similar, but the teaching principles and methods, ways of assessments/feedback and the selection of teaching materials were different. The questionnaire results showed that students from both learning contexts agreed they have learned the academic conventions, and academic vocabulary and phrases.

The implication of this research is that even though ESL and EFL share similar goals and objectives, learners’ culture and academic backgrounds should be carefully considered in ESL learning contexts; whereas, in the EFL context, constant writing and reading practice will compensate for the lack of English exposure.

Keywords: academic English writing, EAP curriculum design, EFL, ESL

並列關鍵字

Academic writing curriculum design

參考文獻

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Breen, M., & Candlin, C. (1981). The essentials of a communicative curriculum in language teaching. Applied Linguistics, 1(2), 89-112.

Brophy, J., & Good, T. L.(1986). Teacher behavior and student achievement. Handbook of research on teaching, 328-375.

Brown, K., & Brown, J. (2008). Teaching Chinese, Japanese, and Korean heritage language students: curriculum needs, materials, and assessment. US: Lawrence Erlbaum Associates.

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