Content-Based Language Curriculum Development with an Emphasis on Business English in Higher Education in China

Autor/in	Chen, Qian
Titel	Content-Based Language Curriculum Development with an Emphasis on Business English in Higher Education in China
Quelle	(2019), (164 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Northern Arizona University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3922-7537-5
Schlagwörter	Hochschulschrift; Dissertation; Foreign Countries; Second Language Learning; Second Language Instruction; Business English; Higher Education; Curriculum Development; International Trade; Business Administration Education; Student Attitudes; Case Studies; Course Content; Language of Instruction; Interdisciplinary Approach; Teacher Attitudes; College Faculty; Undergraduate Students; English for Special Purposes; Teaching Methods; Student Projects; Active Learning; Problem Based Learning; Mandarin Chinese; Native Language; Student Motivation; Class Activities; Instructional Effectiveness; Task Analysis; China + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausland; Zweitsprachenerwerb; Fremdsprachenunterricht; Business; English; English language; Wirtschaft; Englisch; Wirtschaftsenglisch; Hochschulbildung; Hochschulsystem; Hochschulwesen; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Trade; International relations; Handel; Internationale Beziehungen; Schülerverhalten; Case study; Fallstudie; Case Study; Kursprogramm; Teaching language; Unterrichtssprache; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lehrerverhalten; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Schulprojekt; Aktives Lernen; Problem-based learning; Problemorientiertes Lernen; Schulische Motivation; Unterrichtserfolg; Aufgabenanalyse
Abstract	This descriptive and exploratory case study focused on a specific Content-Based Language Teaching (CBLT) curriculum within the context of higher education in China. The researcher investigated the rationale behind the current design and students' and teachers' perceptions about the curriculum, as well as, their perceived motivations and challenges during the teaching and learning process. The participants included sophomores and juniors majoring in English with an international business emphasis and some of the faculty within the same program. Data were collected through program documentation, a questionnaire for students, classroom observations, and interviews of selected students and teachers. The four-phase data analysis process utilized first and secondary coding cycles for the analysis of the documentation, the student questionnaire, the classroom observation, and the individual interviews. The main findings uncovered a need from both teachers and students for increasing content course credits to better shape their teaching and understanding of the content knowledge. Task-based, problem-based, and project-based class activities had the capacity to make class more effective and motivating for both stakeholders. However, the research revealed significant inconsistencies across students' and teachers' perceptions of motivations and challenges. The findings also indicated no significant difference in perception between the Chinese-Mandarin L1 students and students with other L1s; between sophomore and junior students; and between high-scoring and low-scoring students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01