並列摘要
Most institute of technology students in Taiwan lack proficiency in English and have often been denied access to specialty education in English because educators believed that it is necessary to improve their English language skills before attempting to teach them specialty education in English. This study is to promote Content-based (CB) in English for specific purposes (ESP), as a guideline for curriculum in Taiwan, thereby allowing students to use English to gain academic knowledge. Additionally, the study seeks effective teaching skills developing appropriate instruction based on CB and ESP variables. This study surveyed two classes selected from a technology institute. The student's native language is Chinese and English is their second language. In order to develop specialty skills, this study applied CB in the ESP concepts in two classes for four months. One of the classes was taught English and Project Management separately. The other class was taught integrating CB in the ESP (English for Project Management Purpose) concepts in curriculum. The class taught with integrated CB in ESP showed academic language proficiency scores higher than those that taught English and Project Management separately. The results show that each student brings a unique set of past experiences, emotional and mental processes, and a level of cognitive development to the classroom. CB evokes schemata and provides appropriate background knowledge. Teachers adopting CB in ESP concepts of specialty subjects encourage students to communicate among themselves, thereby facilitating the development their English skills as well as their academic language proficiency. CB in ESP facilitates the development of students learning strategies and improves their mastery of the academic language. Effective CB teaching helps individual students identify effective learning strategies based on ESP variables. These significant aspects will affect English for Specific Purposes.
並列關鍵字
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延伸閱讀
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