Students Perspective of Using Content-Based Approach in ESP Class

Autor/inn/en	Yang, Ju Yin; Chen, Wen Ching
Titel	Students Perspective of Using Content-Based Approach in ESP Class
Quelle	In: English Language Teaching, 8 (2015) 8, S.18-30 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Student Attitudes; College Students; International Trade; Business English; Content Area Reading; Content Area Writing; Questionnaires; Semi Structured Interviews; Course Content; Classroom Environment; Learning Motivation; Learning Activities; Material Development; Teaching Methods; Instructional Effectiveness; Pretests Posttests; English for Special Purposes; Undergraduate Students; Classroom Observation Techniques; Student Journals; Lesson Plans; Content Analysis; Likert Scales; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Schülerverhalten; Collegestudent; Trade; International relations; Handel; Internationale Beziehungen; Business; English; English language; Wirtschaft; Englisch; Wirtschaftsenglisch; Sinnerfassendes Lesen; Schriftliche Übung; Fragebogen; Kursprogramm; Klassenklima; Unterrichtsklima; Motivation for studies; Lernmotivation; Lernaktivität; Lehrmaterialentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Studentenzeitung; Lesson planning; Unterrichtsplanung; Inhaltsanalyse; Likert-Skala; Ausland
Abstract	The purpose of this study is to understand the perspectives of using content-based approach on college students in International Trade Business English (ITBE) Class. Content-based Approach (CBA) viewed as language learning with contents for academic subject matter. It provides a cognitive and motivational basis of language learning. CBA approach gave the academic or language instructors a guideline for designing the contents and activities. Concurrent triangulation research conducted with quantitative method was designed to understand the learners improve their knowledge of business English through the CBA. 115 participants who majored in the Department of Applied English completed questionnaires at both the beginning and the end of the course. To obtain qualitative data, ten participants were randomly selected for specific purpose. Participants received the semi- interview to obtain the detailed information. Findings are listed as followings: (1) CBA increase the level of students' satisfaction toward the well-designed ITBE materials, (2) CBA has positive effects on ITBE course contents, (3) CBA in ITBE classrooms motivate students' learning needs, and (4) CBA helps the academic teacher and language teachers work well in designing the course activities and materials. Results indicate that CBA enriched experience of ESP learners and provided practical opportunities for ITBE learning. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01