高雄縣市高中職餐旅群科學生對「餐旅英文與會話」課程之評估

Hospitality and Tourism-majored Students' Opinions Toward Hospitality English Course at Vocational High Schools in Kaoshiung

史仟慧(Shih Chien Hui)

指導教授 ： 吳雅玲

國立屏東科技大學/人文暨社會科學院/技術及職業教育研究所/碩士(2010年)

https://doi.org/10.6346/NPUST.2010.00117

摘要

本研究旨在探討高雄縣市高中職餐旅群科學生對「餐旅英文與會話」課程之評估，針對九十六學年度入學之高雄縣市公私立高職餐旅群科三年級學生，包括職業類餐飲管理科及觀光事業科及綜高餐飲群科相關學程，為已修畢一年餐旅英文與會話課程者為研究對象。並以自編『高中職餐旅群科學生之「餐旅英文與會話」課程評估問卷』為研究工具，進行問卷調查，共發出800份問卷，有效回收問卷764份。所獲取資料以描述性統計、平均數、標準差、t考驗及單因子變異數分析等統計方式加以處理。茲將結論簡述如下:
一、餐旅群科學生學習「餐旅英文與會話」的學習動機主要為「職場需 要」。
二、餐旅群科學生學習「餐旅英文與會話」持有中間略偏正向的學習態 度。
三、餐旅群科學生在「餐旅英文與會話」課程的教學課程內容主要需求 為「閱讀」、「聽力」及教學方式主要需求為「播放餐旅相關視聽教 材」。
四、餐旅群科學生學習「餐旅英文與會話」的學習表現主要為「提昇未
來職場能力」。
五、餐旅群科學生學習「餐旅英文與會話」的學習困難主要為「句型」。
六、餐旅群科學生對「餐旅英文與會話」課程規劃的看法為教學進度適 宜且教材內容難易適中；教材使用上主要的問題為「句型結構太複 雜」、「文句太長」、「會話太長」。
七、不同背景之高中職餐旅群科學生對「餐旅英文與會話」評估有顯著 差異。

最後，依據本研究之發現提出建議，以提供相關英語教學者及未來研究之參考。

關鍵字

餐旅英文與會話 ； 專業英語 ； 餐旅群科

並列摘要

This study investigates hospitality and tourism-majored students’ opinions toward hospitality English Course at vocational high schools in Kaohsiung. The research was conducted with a sampling of 3rd graders at vocational high schools and comprehensive high schools in Kaohsiung. These students who major in food and beverage management, tourism, hospitality and tourism clusters have already studied hospitality English for one year. An evaluation questionnaire of Hospitality English Course for hospitality and tourism-majored students was applied in this study. A total of 800 students were sampled. The 764 useful questionnaires were collected. The data was analyzed by descriptive statistics, mean, standard deviation, t-test, one-way ANOVA, Scheffe’s post-hoc comparison. The major findings of the study are summarized as follows:
1. Hospitality and tourism –majored students’ learning motivation for studying Hospitality English was mainly due to “occupational needs”.
2. Hospitality and tourism –majored students showed the moderately positive learning attitude toward studying Hospitality English.
3. Hospitality and tourism –majored students’ major needs toward Hospitality English material content were “reading” and “listening”. Furthermore, the need for Hospitality English teaching methods they perceived was use of hospitality and tourism-related audio-visual materials in class.
4. Hospitality and tourism –majored students considered that the learning effect of taking Hospitality English course was to enhance their future workplace capability.
5. Hospitality and tourism –majored students considered “sentence pattern” as their major learning difficulty.
6. Hospitality and tourism –majored students’ opinions of Hospitality English curriculum planning were moderate teaching progress and appropriate teaching materials. In regard to the use of teaching materials, there were several major concerns including “grammatically complicated sentence structures”, “long texts” and “long dialogue”.
7. Different background variables of hospitality and tourism-majored students made significant differences in the evaluation of Hospitality English Course .

Finally, the study provides several suggestions as the reference for the future English teaching.

並列關鍵字

hospitality English ； ESP ； hospitality-majored category

參考文獻

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