Dissertations / Theses on the topic 'Vocational English'
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Tse, Oi-yu Eileen. "The vocational English curriculum : a case study of the implementation of a new curriculum /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2227778X.
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Andersson, Agnetha. "Why students at vocational programs are absent from English classes." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32843.
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AbstractStudents that are absent are one of the major problems that the school system and teachers have to tackle today. This study sets out to investigate why some behind students from vocational programs at two upper secondary schools are absent from English. Furthermore the aim of the study is to investigate what would motivate students to attend more frequently. Five students that attend vocational programs and have or had high degree of absence from English classes were interviewed. The informants described the reasons behind their absence and what would motivate them to attend more often. In addition 60 students answered a questionnaire concerning their absence and attendance.According to the students the reasons behind truancy were unskilled teachers, noisy classrooms, non-supportive teachers and unstructured lessons. Students also said why they play truant is that they are academically behind and can not meet the objectives. Majority of students who were interviewed admitted that they would meet the objectives if they would study more.Key words: absence, attendance, truancy, vocational programs
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Ng, Poh Ean Agnes. "A critical evaluation of the Vocational English Teaching Materials Project (VETMP)." HKBU Institutional Repository, 1996. http://repository.hkbu.edu.hk/etd_ra/75.
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Lai, Pao-Yi. "Vocational education for the limited English proficient: A handbook for community college administrators." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1252.
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Yeung, Siu May Yvonne. "Motivation for English language learning : a study of Hong Kong vocational students." Thesis, University of Leicester, 2011. http://hdl.handle.net/2381/9280.
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The aim of the present study is to explore the motivational factors of Hong Kong vocational students in learning English. A qualitative case study approach was employed with a combination of surveys with self-completion questionnaire, semi-structured interviews and diary notes. The research, which was carried out in two phases from September to June 2005-6 in one academic year, had the objective of examining whether there was any change of motivation for learning English. Ten students from a vocational institute were selected for the interviews, each were interviewed twice. They were also invited to write diaries, and to record their daily English activities. The data collected were used to triangulate with the interview findings when analyzing the results. The study was initiated by students’ differences in learning attitudes and the variations in their standard of English. Research on motivation for, and attitudes towards learning English reveal that instrumental and intrinsic motivations often apply to secondary school and tertiary-level learners, but prior to this study the research did not extend to vocational students in Hong Kong. The findings show that vocational students not only have strong instrumental motivation for learning English but also have intrinsic motivation. It was apparent that in the process of their learning English, participants regarded English as a functional language which was tied up with their career. This finding is the same as that of previous research on attitudes towards learning English of Hong Kong students. In addition, vocational students’ motivation for learning English was found to be influenced and encouraged by many factors, particularly significant others, such as parents. The present study will enable English teachers to have a greater understanding of vocational students’ motives for learning English. This could help to improve teaching strategies, teaching materials and language policies; and, thus, enhance more effective learning of English in the vocational setting of Hong Kong.
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Norrbom, Lennart. "'It hasn't come here yet' - The Influence of American English on Students in Vocational Programmes in Rural Areas in Sweden." Thesis, Stockholm University, Department of English, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8698.
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Keinvall, Kristoffer. "Teaching English 5 to Swedish vocational students : student attitudes, motivation and adaptation of teaching." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-85554.
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There has been research that suggests that an anti-studying culture is present in vocational programs in Sweden (Högberg 2009), and that teachers need to adapt their teaching to the students’ vocational interests in order to create an interest in learning (Lindahl 2015; Riley & Eriksson 2014; Smagorinsky et al. 2010). This study investigates how three teachers working at a vocational school in a rural area of Sweden teach the English 5 course. This entails investigating how the teachers perceive student attitudes, how they adapt their teaching, and also how they work to raise motivation among the students. The method used for this is semi-structured personal interviews along with a qualitative content analysis. The results of the study showed that attitudes among students are generally good with some exceptions, where lacking proficiency seems to be a factor regarding poor attitudes. It became evident that the main tool for raising motivation among the students is the adaptation of the teaching. The results also showed that some student groups are more interested in learning English than others, likely because of some students seeing English more a useful tool for their future working life. The issue of social structures regarding the Swedish educational system is also brought up. There is an implication for teachers regarding the adaptations – there has to be a balance between making vocational students interested, while still making sure they do not miss out on any content, i.e. that they get equal opportunity to learn as other students.
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Yuen, Ho-yan Aron. "Perceptions and practices of mixed-code teaching among English teachers in the Hong Kong Institute of Vocational Education." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43250403.
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Tse, Oi-yu Eileen, and 謝靄愉. "The vocational English curriculum: a case study of the implementation of a new curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961988.
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Sun, Lixia. "Reviewing computer-assisted language learning (CALL) in a vocational school in China." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=init_5543_1178702325.
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In recent years, advances in computer technology have motivated Chinese teachers to reassess computer use and consider it as a valuable part of daily foreign language learning and teaching. Software programmes, USB (Universal Serial Bus) technology, and computer networks are providing teachers with new methods of incorporating culture, grammar, and real language use in the classroom. Students gain access to audio, visual and textual information about the language through the use of computers. The aim of this study was to investigate vocational school English students and teachers concerns and behaviours about integrating information technology into English instruction.
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Batsila, Marianthi. "Linking Vocational Education to the world of employment : the case of business English in Greece." Thesis, Open University, 2017. http://oro.open.ac.uk/49571/.
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The focus of this research is Vocational Education (VE) of secondary level and English for Specific Purposes (ESP). Research shows that despite the significance placed on VE (UNESCO 2012), a number of discrepancies are found regarding its link with the employment market worldwide, mainly attributed to the appropriateness of the material. Against this background, this study investigated the link between the English language needs of businesses in Greece and the English language skills VE schools offer at present. The study employed a mixed methods research methodology. It consisted of business English language needs questionnaires with businesses (N=136), interviews with teachers (N=10), and a focus group discussion with learners (N=8) as data collection tools. Additionally, an evaluation of the “English for Economics and Administration” VE textbook was conducted and the impact of newly designed ESP material on learners was examined through pre-post-tests. The findings of the businesses survey revealed the need for more emphasis on speaking and listening skills than writing or reading. The evaluation of the target textbook suggested a lack of these skills and lack of authenticity, interactivity, motivation, contemporary content and communicative tasks required by the workplace. To address this gap some new ESP materials were designed to supplement part of the target textbook. The findings show that both learners and teachers found these materials communicative, contemporary, authentic and relevant to learners’ future working needs. In the Greek context this research is unique in that it investigates the link between VE of secondary level and workplace, which has not been addressed in the Greek literature so far. The research has implications for practitioners who could participate in materials design, and for policy makers who should base ESP materials design on learners’, and workplace needs analysis.
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Chang, Hui-Chin. "Effects of the communicative language teaching approach on the English learning motivation and English proficiency of non-English majors in a technological and vocational university in northern Taiwan." Thesis, Queen's University Belfast, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.579681.
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The purpose of this study was to explore the effects of the communicative language teaching (CLT) approach on learner motivation and English proficiency. I was challenged to examine the feasibility of a Western-based pedagogy administered in a country where traditional grammar-based instruction has dominated for decades. Given that CLT studies on vocational university students in Taiwan have been largely unexplored, it is my concern in this dissertation as to whether and how the CLT approach would facilitate the learning process. Also, the present study aimed to examine the factors resulting in students' non-engagement in a communication-based classroom. Prior to and after CLT instructional practice to 163 freshmen from a vocational university, I administered motivation questionnaire surveys and English proficiency tests in listening and reading, and interviews were conducted to elicit their perceptions towards the teaching approach and in-class activities. The findings showed that CLT instruction enhanced subjects' instrumental motivation and it had a beneficial effect on their English listening proficiency. Moreover, the conclusions were supported by the finding that the more intrinsic interest a learner displayed in learning English, the more gains there would be in his English listening proficiency. A number of factors that hindered learners' engagement in classroom activities comprising the learner factor, the peer factor, the implementation factor, and the administration factor were also discussed. The outcomes of the study have yielded pedagogical implications as to what changes could be made in the CLT classroom to achieve the most facilitative effects on teaching and learning among Taiwanese vocational university students.
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Fagerstrand, Jenny. "Vocational and non-vocational language learning textbooks in EFL classrooms in Sweden : A comparison of topics, use of Swedish and vocabulary." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-78752.
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This independent degree project investigates possible differences and similarities between vocational and non-vocational language learning textbooks in terms of topics covered, use of Swedish, and vocabulary levels. The textbooks analyzed in this study are Viewpoints 1, Viewpoints vocational, Blueprint A version 2.0 and Blueprint vocational, and they are aimed at the course English 5 in Swedish senior high school. In order to compare and analyze the differences between the textbooks, the Swedish words were counted in order to compare the proportion of Swedish words of each textbook. The texts and tasks from each textbook were made into a corpus. The corpus was analyzed with the tool Text Inspector, and connected to the levels of the Common European Framework of Reference and the Academic Word List. The results show that vocational textbooks have a larger focus in the topic of social and working life than the non-vocational textbooks. However, the results also suggest that the textbooks are quite similar in terms of academic words and the CEFR levels. The results also suggest that an investigation of a larger number of textbooks from several publishers could present a different result. The pedagogical implications that can be drawn from the results are that teachers need to know that differences may occur and that textbooks might need additional material.
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Kylberg, Julia, and Alexandra Wulff. "English in single-sex classrooms. English teachers’ considerations when selecting texts for single-sex classes." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35836.
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The purpose of this dissertation is to find out whether some teachers at the vocational upper secondary schools where we have had our teaching practice are aware of the gender perspective and if/how they implement it in their teaching. The focus of the investigation is to find out to what extent the teachers in question take gender into account when they select texts for their single-sex classes. The aim was to learn about the teachers’ thoughts and views on gender issues as well as learning more about how to work gender consciously in the classroom. Qualitative interviews with seven upper secondary teachers were carried out. The semi-structured interviews we conducted contained guiding questions concerning gender, single-sex classes, material used for teaching. All the interviewed teachers think that gender is a very important question both in school and in society. The majority of the participating teachers do adjust their material with gender as a factor according to the sex of the majority of the class. The teachers emphasized that they also take other factors into account when selecting texts; an important one is the pupils’ course of study and interests.
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Attia, M. H. "A critical analysis of ESP courses at Kuwait technical-vocational institutes with special reference to Kuwait Business Institute." Thesis, Bucks New University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.370141.
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Chen, Meei-Ling, and 陳美伶. "Vocational High School Students' English Learning Motivation and Their English Learning Behaviors." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/95458713023447825346.
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碩士東海大學
外國語文學系
95
Vocational High School Students’ English Learning Motivation and Their English Learning Behaviors Meei-Ling Chen Adviser: Dr. Jung-Han Chen ABSTRACT This study aimed at investigating vocational high school (VHS) students’ English learning motivation and their English learning behaviors and examining relationships between them. In this study English learning behaviors were divided into in-class and outside-class learning behaviors. The researcher also examined significant differences in VHS students’ English learning motivation and English learning behaviors between students of different English achievement levels. Moreover, the researcher looked into the relationship between in-class and outside-class English learning behaviors. Finally, the researcher examined if English learning motivation can be used to effectively predict in-class and outside-class English learning behaviors and if the resulting predictive relationships would vary subject to students’ English achievement levels. Participants in this study were 422 second-year vocational high school students, including 360 males and 62 females, from one vocational high school in central Taiwan. All the participants had studied English as a foreign language in formal school settings for at least four years, three in junior high schools and one in the present vocational high school. After entering the vocational high school, they had to take two monthly English exams and one final each semester; nearly all of them would take the national English exam for entering universities of technologies in Taiwan. The instruments for this study included three questionnaires in Chinese. First, the Basic Personal Background Information Questionnaire contained 10 items designed by the researcher of the study to collect the participants’ basic background information. Second, the English Learning Motivation Questionnaire was composed of 24 5-point Likert scale items adapted from Gardner’s (1985) AMTB (The Attitude/Motivation Test Battery). Third, the English Learning Behaviors Questionnaire had 48 5-point Likert scale questionnaire items, including 24 in-class and 24 outside-class items, either adapted from Oxford’s (1990b) SILL (The Strategy Inventory for Language Learning) or designed by the researcher of the study. Three school-wide English achievement exams, with reading, writing, and listening components, were collaboratively prepared by the English teachers at National Taichung Industrial High School and were used to evaluate the participants’ English achievement levels in this study. The computer software package SPSS 12.0 for Windows was used to organize, compute, and analyze the data of this study to provide results of both descriptive and inferential statistics. The significance decision level for all statistical significance tests was set at < .01. Frequency distribution and descriptive analyses were performed on the basic personal background information items, the English Learning Motivation items, and the English Learning Behaviors Questionnaires items. For inferential statistics, one-way ANOVA was used to test, respectively, the significant differences in English learning motivation and in-class and outside-class English learning behaviors between the high, mid, and low achievers. Moreover, Pearson correlation was used to examine the relationship between in-class and outside-class English learning behaviors. Finally, simple regressions were performed to test, respectively, the significance of the predictive relationships between English learning motivation and in-class and outside-class English learning behaviors, and to test the significance of the effect of English achievement level on such predictive relationships. The major findings of the study are summarized as follows. First, in general VHS students in Taiwan do not manifest strong motivation to learn English; however, higher English achievers appear to have stronger motivation than do lower achievers. Second, in general VHS students do not show enough English learning behaviors and they engage in more in-class than outside-class English learning behaviors. At the same time, higher English achievers tend to show more in-class English learning behaviors than do lower achievers, while such significant difference seems to only exist between rather high and rather low achievers when it comes to outside-class English learning behaviors. Third, there is a positive significant correlation between VHS students’ in-class and outside-class English learning behaviors. Finally, VHS students’ English learning motivation can be used to effectively predict their in-class as well as their outside-class English learning behaviors, regardless of their different English achievement levels. Key words: English learning motivation, English learning strategies, English learning behaviors, English achievement, vocational high school students
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Liao, Ming-Chu Claire. "EEFTC English Tests:Renovations and Viewpoints of Vocational High School Students and English Teachers." 2002. http://www.cetd.com.tw/ec/thesisdetail.aspx?etdun=U0021-2603200719123528.
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Claire, Liao Ming-Chu, and 廖明珠. "EEFTC English Tests：Renovations and Viewpoints of Vocational High School Students and English Teachers." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/07703970380414804189.
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碩士國立臺灣師範大學
英語研究所
91
ABSTRACT The thesis aimed to explore the renovations of the Entrance Examination for 2-year and 4-year Technological Colleges (EEFTC) English tests based on the administration of three randomly selected tests to the third year vocational high school students at National Taichung Home Economical and Commercial Senior Vocational School. The comparison and analysis of the test results and responses to the questionnaires thus provide important references for vocational high school English teachers in their teaching. First of all, the researcher randomly selected three representative tests, the 1990, 1997, and 2001 tests, representing three different periods of testing-- Stage I （1981~1990）, Stage II（1991~1999）and Stage III（After 2001）and administered them to 201 student subjects at National Taichung Home Economical and Commercial Senior Vocational School. The test results were compared and analyzed in many ways. As a whole, the subjects performed better in the 1997 test and the 2001 test than the 2001 test. Besides, high-achievers who can keep up with the test renovations performed best in the 2001 test, the 1997 test, and the lowest in the 1990 test; low-achievers performed best in the 1997 test, then the 2001 test, and the lowest in the 1990 test. As to subjects’ performances in the four shared test types (vocabulary in context, dialogue, cloze and reading comprehension), they performed better in the 2001 test than the other tests in vocabulary in context and dialogue, but not in cloze and reading comprehension, probably because the subjects were not accustomed to the renovation of the two test types. Then the researcher conducted a survey via questionnaires to collect information on the opinions regarding the EEFTC English tests similarities and discrepancies from student subjects who participated in the administration of the three tests and teacher subjects from public vocational high schools island-wide. On one hand, both groups agreed that the dialogue item of the 2001 test was the easiest among all, and the pronunciation item of the 1990 test as well as the re-arrangement item of the 1997 test should be deleted, while the four items in the 2001 test were appropriate and there was no need to delete them. However, the teacher subjects regarded the 2001 test as the one with the most appropriate level of difficulty, and with the most proper number of test questions. In addition, they considered the 2001 test as the most effective in measuring testees’ level of English proficiency, most similar to the monthly and term-final tests in schools, and benefited most from English teaching in school, but the student subjects held quite different viewpoints. On the other hand, student subjects considered supplementary materials assigned by the teachers as the main factor that helped them in taking the tests, but the teacher subjects thought that it was the class lectures. The study thus provides constructive information that helps vocational high school English teachers to equip their students with better ability to deal with the EEFTC English tests.
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王吟詩. "ENGLISH LEARNING STRATEGIES AND ENGLISH LEARNING BELIEFS OF VOCATIONAL HIGH SCHOOL EFL STUDENTS." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/81566203297653534860.
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碩士國立高雄師範大學
英語學系
96
ABSTRACT The aim of the current study attempts to explore vocational high school EFL students’ use of English learning strategies and their beliefs about English learning, followed by the investigation of the relationships between their use of strategies and their acquired beliefs. This study also examined gender effect on the two variables of learning strategy and learning beliefs. Students’ most and least often used English learning strategies were explored. EFL learning beliefs with which students agree and disagree most strongly were explored as well. A total of 222 11th-grade students participated in the study, including 127 male students and 95 female students. The data was collected by using two self-report questionnaires, Oxford’s (1990) Strategy Inventory for Language Learning and Horwitz’s (1987) Beliefs About Language Learning Inventory. The quantitative analysis of the questionnaires was conducted through descriptive statistics, t-test analyses and Pearson correlation analyses. The following are the main findings: 1. Compensation strategies are reported as being used most frequently, while affective strategies are the least frequently used strategies. 2. Statistically significant gender differences in all the six strategy categories are found. Female students reveal more frequent use of English learning strategies than males. 3. Students strongly believed that speaking ability in English is an attainable goal and showed strong instrumental motivation for learning English. 4. Statistically significant gender differences in two of the five belief categories are found: strategies of learning and communication, and learner motivation. Female students are found holding the two belief categories more positively than male students. 5. Vocational high school students’ EFL learning strategies were positively related to their EFL learning beliefs. Finally, based on the findings of the study, pedagogical implications were proposed, and directions for future studies were suggested.
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Su, Fang-Yi, and 蘇芳儀. "The Relationships among English Anxiety,English Learning Motivation and Strategy of Vocational High School Students." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/yxu748.
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碩士國立臺南大學
教育學系課程與教學教學碩士班
103
The aim of this research was to explore the relationships among English Anxiety, English learning motivation and strategy of vocational high school. The researcher chose 775 students as participants from vocational high school, and adopted “Foreign Language Anxiety Scale”, “English Learning Motivation Scale” and “English Learning Strategy Scale” by Yu-Ting Hsu as research instruments. The data wree analyzed through t-test, one-way ANOVA, Pearson’s Product-Mount Correlation. The major findings were stated as below: 1.There were no significant differences on English anxiety among students with different genders and departments. 2. There were significant differences on communicative anxiety of English learning among students with different socioeconomic status. 3. There were significant differences on English learning motivation and English learning strategy among students with different genders and female students’ motivation was higher than males’. 4. There were significant differences on English learning motivation and English learning strategies among students with different departments. Commercial Senior High School Students’ were higher than Industrial Senior High School Students’. 5. There were significant differences on English learning motivation and English learning strategies among students with different socioeconomic status. 6. There were significant negative relationships between English anxiety and English learning strategies. 7. There were significant positive relationships between English learning motivation and English learning strategies. 8. There were significant negative relationships between foreign language anxiety and English learning motivation.
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Yu, Rong-yu, and 余榕毓. "Vocational High School Students' Willingness to Communicate in English, English Learning Anxiety, and Classroom Settings." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/04995765476193083659.
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碩士國立彰化師範大學
英語學系
101
The present study aims to examine vocational high school EFL students’ Willingness to communicate (WTC) in English, English learning anxiety and their perception of classroom environmental factors inside English classrooms. This study also intends to ascertain the relationship among these three variables, and to investigate how well WTC can be predicted by the other two variables. A total of 453 vocational high school EFL students from one public vocational high school in central Taiwan participated in the study. A battery of seventy-three-item questionnaire from three scales, WTC in English, English learning anxiety, and classroom environmental factors, was employed. Reliability and content validity of the questionnaire were examined. Data were analyzed by descriptive statistics, Pearson correlation, and stepwise multiple regression. Statistical results revealed that vocational high school EFL students displayed slightly high WTC in English, moderately low English learning anxiety, and high perception of the English classroom environment. Significantly negative correlation was found between English learning anxiety and WTC in English, but classroom environmental factors positively correlated with WTC in English. Lending support to the previous studies, involvement is the strongest predictor of WTC in English, followed by communication apprehension and student cohesiveness. The findings of this study yield some pedagogical implications for instructors to encourage students’ participate in class activities, and construct a less anxiety-provoking English classroom by paying attention to the joint effect of classroom environmental factors that in turn increase students’ tendency to engage in communication in the target language.
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Chen, Chiao-Ning, and 陳巧凝. "Vocational High School EFL Students’ English Achievement, Willingness to Communicate in English, and Pragmatic Appropriateness." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/dmerdu.
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碩士國立彰化師範大學
英語學系
106
This study examined the relationships among vocational high school English-as-a-Foreign-Language (EFL) students’ English achievement, willingness to communicate (WTC), and pragmatic appropriateness in terms of speech acts. This study also examined students across different majors to determine if there are significant differences in the performances of requests. It was hypothesized that English achievement, WTC, and pragmatic competence are correlated with each other. Further, students with different majors may show significant differences in their request making and WTC in English. One hundred and ninety-eight EFL learners from a senior high school in central Taiwan participated in the pilot study. Two research instruments were employed to collect data: WTC in English (MacIntyre, Baker, Clément, & Conrod, 2001) and a Multiple-Choice Discourse Completion Task (MDCT) questionnaire composed of 18 request items. The results showed that second-language learners’ WTC, English achievement, and knowledge of making appropriate requests are positively correlated with one another. In this research, English major students have the highest WTC and knowledge of making appropriate requests, followed by the students majoring in Tourism, Japanese, Design, and Computer Science.
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Madileng, Mary Mmatsatsi. "Understanding the intended and enacted National Certificate Vocational English curriculum." Thesis, 2017. https://hdl.handle.net/10539/25731.
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A thesis submitted in the fulfilment of the requirements of the degree of Doctor of Philosophy to the Faculty of Humanities, University of the Witwatersrand, Johannesburg , 2017This thesis is premised on the notion that the perceived lack of quality of curriculum delivery in the vocational education sector in South Africa is probably due in part to the weaknesses of content knowledge selected for inclusion in the curriculum of various programmes offered in the vocational education sector. The thesis examines the nature of knowledge specified in the English subject offered in the Technical Education and Vocational Training (TVET) Colleges. Drawing on Basil Bernstein’s notion of the pedagogic device, the study follows the English curriculum as it starts from the production field where new ideas are created and modified, to the recontextualization field where curriculum designers and textbook writers produce written curriculum documents, to the reproduction field where the students are taught and examined. The study further examines the English lecturers’ insights about their perceptions and understanding of the curriculum they teach from. My findings indicate that the English curriculum follows an outcomes-based design structure, and displays a lack of conceptual integration, knowledge sequence and progression. The approaches to the teaching of English which inform the construction of the intended curriculum display characteristics of a generic horizontal nature. The intended curriculum does not incorporate features that encourage a mastery of technical terms which are appropriate for different occupational fields followed by the TVET College students. The design structure of the curriculum fails to guide the lecturers in terms of unpacking approaches to the teaching of English and how to use them in their teaching, as well as clarify the progression process and ways of aligning lesson planning to the occupational needs of the students. An analysis of this curriculum identifies strengths and weakness, highlights accomplishments, and focuses on realistic policy alternatives for the TVET sector, curriculum design, pedagogical and assessment practices.
MT 2018
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SUN, PEI-HAN, and 孫沛涵. "An Evaluation of English E-learning in Vocational High School." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/jpnbe6.
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碩士國立高雄科技大學
海事資訊科技系
107
The purpose of the study was to assess the effect of the digital platform(Google Classroom)-integrated approach on English learning effectiveness and motivation of the vocational high school students. The subjects, 91 second-grade students from 3 classes in a Maritime and Fishery Vocational High school in Pingtung County, underwent the eight-week digital platform-integrated approach experiment. Based on the “English Achievement Tests, the “English Learning Motivation Inventory,” and the “Digital Platform-Integrated Approach Opinion poll,” the quantitative design was administered to collect the data before and after the courses. The results revealed: 1. Compared with the scores in Exam1, in which no digital approach was applied, 16%, 16%, 13% respectively highlighted the improvements of three classes in Exam2; 11%，7%，7% respectively highlighted the improvements in Exam3. 2. Exam2, scoring better than Exam1, t- tested above 85% significance level, declaring a near significant effect, but without delayed effect in Exam3. 3. English learning motivation was promoted respectively by 7%, 6%, and 4% for three classes. 4. Concerning language skills, speaking was the Achilles’ heel of most Taiwanese students; instead, they had the preference to scaffolding “sentence pattern exercise” and to cooperative “rephrasing vocabulary teamwork.” The study concluded: Digital platform-integrated approach had a near significant effect on the English learning effectiveness; English learning motivation could be promoted; low-achievement students needed more scaffolding learning guidance. The study findings might serve as a guide for further research on English learning.
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Hou, Tsui-chen, and 侯翠貞. "The Relationship between English Reading Anxiety and English Reading Comprehension among EFL Non-English Majors in a Vocational High School." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/46644775974967145761.
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碩士朝陽科技大學
應用外語研究所
97
The main purpose of this study was to investigate the relationship between English reading anxiety and English reading comprehension among EFL non-English majors in a vocational high school in central Taiwan. The participants of the questionnaires consisted of 277 EFL non-English major third-grade students recruited from 11 non-English major departments in a vocational high school in Taichung County. Participants were required to complete Foreign Language Reading Anxiety Scale, Foreign Language Learning Motivation Scale, Background questionnaire and English reading comprehension test of General English Proficiency Test (GEPT). The Statistical Package for Social Science (SPSS) version 13.0 for Windows was administered to compute the data. Pearson product-moment correlation and Stepwise Regression were used to discover the correlations between English reading anxiety, English reading comprehension and English learning motivation. One-way ANOVA and t-test were applied to distinguish differences between English reading anxiety and English reading comprehension among participants with different background variables. Descriptive statistics was used to describe the results. The major findings of the study were as follows. First, there was a significant negative correlation between English reading anxiety and English reading comprehension. Second, there was a significant negative correlation between English reading anxiety and English learning motivation. Third, there was a significant positive correlation between English reading comprehension and English learning motivation. Fourth, there was a significant correlation between English reading anxiety and experience of taking GEPT. Besides, participants from different departments showed different level on English reading anxiety. Finally, female participants and those who had the experience of taking GEPT had higher English reading comprehension proficiency. Owing to the score of English reading comprehension takes high percentage of English test on entrance examinations in Taiwan nowadays, there were implications that we could draw from this study. First of all, instructors should take the impact of learning anxiety of the students into account while giving lessons. Moreover, instructors should try to increase their students’ English learning motivation and help students to gain more of self confidence in English reading so to avoid students’ English reading anxiety and this would be considered as one of the greatest teaching achievements of every instructors involved with teaching English to EFL non-English majors.
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CHANG, MEI-LING, and 張美玲. "The Effect of English Newspaper Instruction on Improving English Vocabulary Ability and English Learning Motivation for Vocational High School Students." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/3x7wcj.
Full textAbstract:
碩士國立臺北科技大學
技術及職業教育研究所
107
The purpose of this study is to investigate the effect on increasing English vocabulary ability and English learning motivation by utilizing English Newspaper Instruction into English curriculums. This research was conducted by an English teacher at a vocational high school in New Taipei City. There were 42 vocational high school students participating in this study for 6 weeks. One-group pre-posttest design was adopted in this study. The study included both quantitative and qualitative researches. The quantitative data was collected through pre-and-post- English vocabulary tests. The qualitative data was collected through semi-structured techniques, activity work sheets and the teacher’s self-reflection notes. The results were analyzed by descriptive statistics and qualitative interpretation to understand the effect of English Newspaper Instruction on improving English vocabulary ability and English learning motivation. The result revealed: 1. English Newspaper Instruction showed significant improvements in the students’ vocabulary abilities. 2. The students had a great interest and a positive attitude towards English Newspaper Instruction.
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Tsai, Yu-Feng, and 蔡裕豐. "The Effects of Mind Mapping on English Reading Comprehension of English Majors in Vocational High School." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/ckan6v.
Full textAbstract:
碩士國立臺北科技大學
技術及職業教育研究所
104
This research aims to explore the effects of mind mapping on English reading comprehension of English majors in vocational high school in Taiwan. The goals of the research are as follows: (1) to investigate the effects of mind mapping on English reading comprehension of English majors in vocational high school. (2) to investigate the effects of mind mapping on the retention of English reading comprehension in vocational high school. (3) to analyze the relationship between the scores of mind mapping and English reading comprehension. The subjects of this research are 75 third-grader students of the applied foreign department in a national vocational high school. The method of this research is quasi-experimental designs. The experimental group（39 students）receive mind mapping instruction while the control group（36 students）is given grammar translation method. Both groups will receive a six-week teaching experiment with different methods. The tools of the research are the English reading comprehension pretest, English reading comprehension posttest, English reading comprehension delayed test and mind mapping rubrics, by which the researcher examines the effects of mind mapping on English reading comprehension of English majors in a vocational high school. The Following are the conclusions: 1.Students who receive mind mapping instruction obtain better achievement in English reading comprehension than students who receive grammar translation method in English reading comprehension. 2.Students who receive mind mapping instruction perform significantly better than students who receive grammar translation method in the retention of English reading comprehension. 3.The scores of mind mapping are highly related to the scores of reading comprehension test.
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Lin, Lihua, and 林麗華. "English Reading Attitudes, Reading Strategies and English Academic Achievement of Senior and Vocational High School Students." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/72844444657882831578.
Full textAbstract:
碩士大葉大學
教育專業發展研究所
100
Abstract The purpose of this study was to explore if there is a significant correlation with English reading attitudes, English reading strategies and English academic achievement for senior and vocational high school students. The samples of this study, using the convenience sampling, were included 571 high school students. The questionnaires were evaluated by two instruments, one is English Reading Attitudes Scale and the other is English Reading Strategies Scale. The data was analyzed by descriptive statistics, t-test, Pearson’s correlation, and multiple regression. The findings were as follows:(A)Different gender of senior high school students are significant difference in affective attitudes of English reading. Different gender of vocational high school students are significant difference in cognitive attitudes of English reading.(B)Different grades of senior high school students are significant difference in behavioral attitudes of English reading. Different grades of vocational high school students are significant difference in cognitive attitudes of English reading. (C) The fathers’ academic of senior high school students are significantly different in cognitive reading attitudes.(D)The mothers’ academic of senior high school students are significantly different in emotional, behavioral and cognitive reading attitudes.(E) Different gender of vocational high school students are significant difference in metacognitive strategies, cognitive strategies and affective strategies. (F)Different grades of senior high school students are significant difference in cognitive strategies and affective strategies. Different grades of vocational high school students are significant difference in metacognitive strategies and cognitive strategies.(G)The mothers’ academic of senior high school students are significantly different in metacognitive strategies, cognitive strategies and affective strategies.(H)English reading attitudes and reading strategies of senior and vocational high students are positively correlated. Based on the previous studies and the research results of this study, suggestions were offered for English teaching, learning counseling and the future researchers respectively.
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TSAI, YI-YIN, and 蔡宜穎. "Relationships among English Learning Anxiety, Learning Motivation and English Achievement of EFL Vocational High School Students." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/95779084807212617983.
Full textAbstract:
碩士國立雲林科技大學
應用外語系
104
The study aimed to explore the relationships among English learning anxiety, learning motivation and English achievement of EFL vocational high school students. A quantitative approach was employed in this survey research. The questionnaire is administered to 320 12th graders of one public vocational high school in central Taiwan. Foreign Language Classroom Anxiety Scale (FLCAS) with three dimensions: communication apprehension, test anxiety and fear of negative evaluation, developed originally by Horwitz (1986), was conducted to investigate students’ English learning anxiety. Moreover, Motivated Strategies for Learning Questionnaire (MSLQ), with five dimensions: intrinsic goal orientation, extrinsic goal orientation, task value, control of learning belief, self-efficacy for learning and performance, developed by Pintrich et al (1986) was adopted to examine students’ English learning motivation. The data was analyzed by Pearson correlation and multiple regression analysis. The findings are summarized as follows: 1. Students’ learning anxiety was moderately and negatively correlated with English achievement. Besides, the most influential learning anxiety to students’ English achievement is test anxiety, followed by communication apprehension, and then was fear of negative evaluation. 2. Students’ learning motivation was positively and moderately correlated with English achievement. Moreover, the most prominent motivation is self-efficacy. 3. Students’ learning anxiety is significantly and negatively correlated with their learning motivation. At last, conclusions and pedagogical implications were proposed, limitations and suggestions for future studies are also provided.
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Lin, Yu-Han, and 林玉涵. "A Study of English Language Teaching Assisted with English Learning Application in a Vocational High School." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/6rxsdz.
Full textAbstract:
碩士國立臺北科技大學
技術及職業教育研究所
106
The purpose of this study was to explore the use of Duolingo English learning application for English instruction in a vocational high school and its impact on learners’ English achievement and self-efficacy in English learning. English achievements includes learners’ English listening, writing, translating and speaking abilities. This is a quasi-experimental study, with convenient sampling of two classes from one of the vocational high schools in New Taipei City. The two classes were randomly assigned as the Experimental Group (27 students) and the Control Group (30 students). Students in the Experimental Group received English courses assisted by Duolingo, while students in the Control Group received traditional instruction. The results are as follows: First, compared with the traditional English teaching method, there is not much difference by using Duolingo to assist English teaching in improving students English learning achievement. Second, using Duolingo to assist English teaching improved students’ self-efficacy more than those without. Third, from the interviews, students from the Experimental Group perceived Duolingo application as a positive help to improve English. They think Duolingo-assisted courses are more interesting than the traditional English courses. Students felt Duolingo application helpful to increase confidence in English learning, and found its interface easy to use. However, they have no feelings about the gamification elements in Duolingo, and pointed out some shortages of Duolingo that can be improved. Finally, specific suggestions on application-assisted English teaching and curriculum arrangement, as well as giving some directions for future research and development are provided.
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Wang, Ya-huei, and 王雅慧. "Poststructural Feminist Pedagogy in English Instruction of Vocational and Technical Education." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/59871972386849641653.
Full textAbstract:
博士國立彰化師範大學
工業教育與技術學系
94
The purpose of this study was to develop a tentative poststructural feminist pedagogical model and to investigate whether this model has the potential to bring positive effect on English class instruction of vocational and technical colleges in terms of the English learning achievement, critical thinking ability, and student satisfaction. After scrutinizing theories regarding female and marginalized students’ silence and resistance in the traditional “banking” education, feminist education, and poststructural education, the researcher developed a tentative pedagogical model based on the poststructural feminist pedagogy and further applied this model to an English class with an eye to arousing both teachers’ and students’ self-consciousness toward power and gender issues. With the application of the tentative poststructural feminist model, the researcher intended to help not only teachers and students but also female and male students work together to overcome the estrangement and alienation having long become the norm in the contemporary education system. The results from the research are supposed to provide English teachers a chance to be acquainted with the poststructural feminist pedagogical model, to offer teachers the empirical result of the poststructural feminist English class, and further to offer an alternative for teachers at vocational and technical education to facilitate class instruction and to give voices to students. Both the quantitative and qualitative research methods were used in the study. The English achievement test, the critical thinking ability test, and the student satisfactory questionnaire were the quantitative instruments employed in this study. The semi-structured questionnaire was designed to collect qualitative data for the possible difficulties and advantages in choosing or using this pedagogy. According to the research data and analysis, it is found that the poststructural feminist pedagogy in this study has positive effects on the participants in the experimental group. Several conclusions are illustrated as follows. First, in the English language achievement post-test, the participants receiving the poststructural feminist pedagogy significantly outperform those receiving the traditional banking instruction in terms of listening, vocabulary, grammar, and reading. Besides, it is shown that this pedagogy gives female students more confidence and more positive effects on the improvement of their English language ability. Second, in the critical thinking ability post-test, the participants receiving the poststructural feminist pedagogy significantly outperform those receiving the traditional banking instruction in terms of length, focus, content, organization, and style. Besides, it is shown that this pedagogy gives female students more confidence and more positive effects on the improvement of their English critical thinking ability. Third, as for the students’ satisfaction, it is clearly shown that the students, both males and females, have significant greater satisfaction on the poststructural feminist pedagogy than those receiving traditional banking instruction in terms of instructional objective, teaching method/material, teacher’s quality, class climate/environment, and assessment. Besides, compared to the male students in the same group, the female students in the experimental group have greater satisfaction on this pedagogy.
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XIAO, YU-MIN, and 蕭育民. "Developing commercial vocational high school students English oral proficiency:theory and practice." Thesis, 1989. http://ndltd.ncl.edu.tw/handle/72322131805062206367.
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Song, ShengYo, and 宋勝祐. "The Effects of Reasoning Skills on Vocational Educational Students' English Writing." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/61033756738029230477.
Full textAbstract:
碩士國立雲林科技大學
應用外語系碩士班
90
ABSTRACT The present study purported to identify the effects of reasoning skills interventional instruction on students’ English writing competency. Twenty-four students were selected from a junior college in southern Taiwan, and their writing teacher, participated in this study. Among the students, five proficient student writers and five less proficient ones were chosen for comparison of their writing development. All the students are English majors. Students worked on two writing projects separately at the beginning and the end of the semester. These two papers were collected for the further analysis of the students’ learning progress under this unconventional instruction. Data were collected through two approaches: collecting students’ assignment and classroom observing. Major findings were: First, the students’ learning attitude changed from passive to self-inquiry and communicative, and result-oriented to learning process-oriented. Second, the students’ English writing progressed in several reasoning skills dimensions which include the source of information, supportive evidences, and organizational competence. Third, less proficient student writers had better progress in English writing compared with proficient student writers.
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Liu, Tien-Chun, and 劉天鈞. "The Action Research of English Corner Activity in Vocational High School." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/68772978563352304913.
Full textAbstract:
碩士國立屏東科技大學
技術及職業教育研究所
98
In this study, the subjects are the students from the rotary cooperative education class in Kaohsiung Shu-Te Vocational School, and the method is the action research. Through the examining of the process of teaching, the research theme focuses on the course contents and activities. The data is analyzed to do self-reflection and activate the content of English instruction. During the process of doing research, the learning environment of high-quality scaffolding-based English corner activities, has been designed, and through the English corner activities, students’ learning desire and learning achievement can be enhanced. The present research emphasizes the process-oriented action research and aims to upgrade individual teachers’ professional English teaching ability and explore the effectiveness of situational teaching. In the present study, teachers, as part of the subjects, are four vocational high school English teachers, including one homeroom teacher of the rotary cooperative education class of Department of Hospitality in Kaohsiung Shu-te Vocational School, two English teachers of Department of Applied English, and the researcher. As for the subjects of students, there are 42 students from the rotary cooperative education class of Department of Hospitality, participating in the activities. Sixteen students in the experimental group had pre-admission test score, less than 16, of the English Basic Competency Test. Thus, their score has shown that the English proficiency of these students is obviously inadequate. However, through English corner activities, it can be seen that the situational English instruction really has a positive impact on students. Therefore, the author hopes that by this research English corner activities can be strengthened to achieve the great help that can be provided as a guideline for those teachers partaking in the instruction of English corner activities in the future. The findings are shown as follows: First, students’ negative experience of learning English influences their English learning desire. Second, English corner teaching activities may promote the vocational school students’ English learning desire. Third, English corner teaching activities may enhance the vocational school students’ English learning effectiveness. Fourth, through English corner teaching activities, the effective teaching strategies can promote the students’ learning desire and increase effectiveness. If the content of learning can be connected with students’ daily life, then it makes English learning effective. Actually, the idea of the score-oriented study possibly makes many low-achieved students unwilling to try to study again. Fifth, the self-reflection report on English teaching activities can augment teachers’ professional development and realize that the interaction between the teacher and students can affect students’ learning effectiveness. To sum up, the situational English teaching method hopefully can be universally integrated into general English curricula so as to achieve the goal of “Learning English can be fun!”
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Huang, Hsueh-chen, and 黃雪貞. "Vocational High School English Teachers' Self-Perception of Intercultural Communicative Competence and Culture Teaching in English Classrooms." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/91829190917889344114.
Full textAbstract:
碩士國立彰化師範大學
英語學系
100
Abstract Frequent interaction between countries has illustrated the importance of intercultural communication. In the context of intercultural communication, the main objective of language learning should be expanded from communicative competence to intercultural communicative competence. In cultivating learners’ intercultural communicative competence, English teachers play an important role. Therefore, the present study aims to investigate vocational high school (VHS) English teachers’ self-reported intercultural communicative competence (ICC), their perceptions of culture teaching and actual teaching practices. A questionnaire survey was used as the data collection instrument and 197 vocational high school English teachers from northern, central and southern Taiwan participated in the present study. The results showed that the VHS English teachers’ ICC was above the intermediate level. Among the four dimensions of ICC, English teachers’ awareness, attitude and skill dimensions of ICC were higher than knowledge. These VHS English teachers recognized the importance of culture teaching and were willing to teach intercultural competence through language instruction. In terms of culture teaching practice, the three most frequently used teaching activities adopted by VHS English teachers in this study were lecturing, using reading materials and experience sharing; whereas discussion, presentation and role play were the least frequently used tasks. In addition, the results indicated that VHS English teachers’ ICC was more closely related to their actual culture teaching practice rather than their perceptions of culture teaching. The findings from the current study suggest that VHS English teachers further their acquisition of all aspects of ICC. Moreover, to facilitate VHS English teachers’ practice of culture instruction in the classroom, greater commitment of resources to culture teaching and intercultural communication is called for.
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TSAI, CHI-HSIN, and 蔡吉信. "Influence of Teaching English Sentence Patterns with English Songs on Vocational High Students’ Learning Interest and Motivation." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/wyf2ng.
Full textAbstract:
碩士明道大學
課程與教學研究所
107
This study mainly aims to clarify the influence of teaching English sentence patterns with English songs on the vocational high school students’ interest and motivation. This research was to use the questionnaire survey procedure. The research objects are the grade-two students in a vocational high school of Changhua County. The researcher, also the instructor, teaches the students the English structures with English songs. The researcher designs his own "English Learning Interest & Motivation Scale" as the pretest instrument. Then, twelve-week courses on experimental teaching are conducted. After the experimental courses, the "English Learning Interest & Motivation Scale" is employed again as the posttest instrument. The findings in this study are as follows: Teaching English patterns with English songs can strengthen the students’ English listening and expression skills and can reduce the anxiety of learning. It can also increase the fun of learning and thus improve the students’ interest and motivation of learning. The students have a positive attitude towards learning English.
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Lin, Yu-Shen, and 林昱伸. "The Effects of English Song Instruction on English Listening Comprehension and English Learning of EFL Low Achievers in the Vocational High School." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/28297954289323736737.
Full textAbstract:
碩士國立彰化師範大學
英語學系
104
The purpose of this study was to examine the effects of English song instruction on the vocational high school students’ listening comprehension. The subjects were 90 third-graders from two classes at the vocational high school in Hsinchu city. They were categorized into two groups, the experimental group and the control group. The experimental group was taught by applying English song integrated into listening instruction for twelve weeks, while the subjects in the control group were instructed by traditional listening instruction. This study lasted fourteen weeks containing the listening comprehension pretest and posttest, and questionnaire. The instrumentation of the study was inclusive of the level 4 listening comprehension of English language Proficiency Test of the Commercial Vocational Education, English song instruction questionnaire, English learning questionnaire and twelve English songs. The quantitative data were analyzed by the SPSS program, version 20, including mean, standard deviation, frequency percentages and t-tests. The findings were as follows. First, English song instruction facilitated low achievers’ English listening comprehension at the EFL vocational high school. Second, EFL low achievers at the vocational high school had positive learning attitudes toward English song instruction containing three aspects: their linguistic recognition, social interaction and learning motivation. Third, in the aspect of the multiple intelligences, EFL vocational high school students’ English learning toward interpersonal, intrapersonal and linguistic intelligences was enhanced by English song instruction. Fourth, EFL vocational high school students indicated that the English song instruction made the English class more interesting and students’ learning anxiety decreased as well. Based on these findings, pedagogical implications were proposed at the end of the study.
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Su, Yu-han, and 蘇郁涵. "Needs Survey and Evaluation Scheme for Industrial Vocational High School English Textbooks." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/89310099805407098967.
Full textAbstract:
碩士國立政治大學
語言學研究所
86
The purpose of the present study is twofold -- to formulate a theory-and-survey based evaluation scheme for IVHS English textbooks, and to give an insight of IVHS students'' language needs and wants. The evaluation scheme has been established on considerations of : (1) the current IVHS teaching/learning situation (2) general guidelines of communicative language teaching (CLT) (3) notions and issues of English for specific purposes (ESP) (4) evaluation schemes and criteria already proposed by other researchers (5) an analysis of IVHS students'' needs and wants To inquire into students'' needs and wants, surveys and interviews have been conducted, including: (1) A needs survey on 217 IVHS graduates for the actual use of English and communicative needs in industries. (2) A wants survey on 645 IVHS students for their expectations toward an IVHS English textbook. (3) Interviews with 5 IVHS graduates, 6 factory supervisors, 5 technical college graduates, 6 English teachers, and 3 ''Industrial English'' teachers for the situation and episodes requiring English in industries, academic use of English, and classroom use of textbooks. The present study faithfully reports on IVHS students'' language needs and wants, along with some other suggestions for textbook writers and authorities concerned. Incorporating the findings from surveys and interviews, the evaluation scheme proposed is thus rooted on both theoretical and practical grounds. To ensure optimum usage of the scheme, its scoring system is devised to be flexible and its application is further provided.
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Wu, Meng-wen, and 吳孟玟. "Spoken Grammar in English Textbooks forEFL Vocational High School Students in Taiwan." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/56592619516346070775.
Full textAbstract:
碩士國立中正大學
外國文學所
97
Spoken Grammar in English Textbooks for EFL Vocational High School Students in Taiwan ABSTRACT This study aims to explore the features of spoken grammar in conversation units of English textbooks for vocational high school students in Taiwan. Five sets of English textbooks published by three publishers were examined. Data were collected from the conversation unit of each lesson in the English textbooks and the responses of a designed questionnaire. Coding of spoken grammar features in the textbooks, such as Syntactic Unit Features (SUF), Lexiogrammatical Unit Features (LUF) and Acceptable Spoken Form Features (ASFF), was conducted by two EFL teachers. The questionnaire was administered to find out the awareness and practice of EFL vocational high school teachers in Taiwan on spoken grammar instruction. The results of the study indicate that both Syntactic Unit Features (SUF) and Lexiogrammatical Unit Features (LUF) appeared in each set of EFL vocational high school English textbooks in Taiwan, but none of Acceptable Spoken Form Features (ASFF) appeared in any of them. Both Initial Situational Ellipsis (ISE) in SUF, and Single Word Discourse Markers (SWDM) in LUF appeared most frequently in all collected sets of English textbooks in Taiwan and the Western materials examined in Cullen and Kuo (2007). However, ISE in SUF, and SWDM in LUF occupied much more in Taiwan EFL materials than the Western ones. In addition, ASFF didn’t appear in Taiwan EFL materials, but it appeared in the Western materials. As for the result of the questionnaires, about 90% of the EFL vocational high school teachers can differentiate spoken grammar from written grammar. About 45% of the teachers are aware of the importance of spoken grammar and practice it in class. The pedagogical implications reveal that spoken grammar content should be highlighted in EFL vocational high school English textbooks, and ASFF should not be ignored. To keep up with the trend of applied linguistics for real time communication, spoken grammar should be introduced explicitly. Keywords: Spoken grammar, EFL materials, textbook evaluation
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Chen, Ke-Pong, and 陳可芃. "The Effects of Cooperative Learning on Vocational High School Students' English Reading." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/16629786991870741099.
Full textAbstract:
碩士國立屏東商業技術學院
應用外語系
93
Abstract This study is to explore the effects of cooperative learning (CL) on vocational high school students’ English reading and their learning attitudes. The participants were 66 vocational high school third-year students in Pingtung County. Subjects were randomly assigned into the experimental group receiving CL methods and the control group having traditional lecture instruction. The instructional design for the experimental group was adapting the cooperative learning method of Student Teams-Achievement Division (STAD) combined with role-assignment and peer evaluation to reinforce CL effects. The instruments for data collection were a pretest (the reading part of GEPT Elementary Level Test), a reading proficiency posttest, and a questionnaire about students’ motivation and attitudes toward English learning and cooperative learning. The researcher implemented two-way ANOVA and one-way ANOVA to analyze the data. The findings indicated that: 1. The results of the posttest showed that there was no significant difference of students’ reading proficiency between the experimental and control groups after CL intervention. 2. The low English proficiency students with high level (LH) in the experimental group performed better than those in the control group in the posttest though there was no significant difference. The low English proficiency students with intermediate level (LI) in the two groups did not have significantly different performance, either. However, the low English proficiency students with low level (LL) in the control group significantly outperformed than those in the experimental group. 3. The results of students’ responses toward English learning in the questionnaire show that there was no significant difference between the experimental and control groups but students in the experimental group held more positive attitudes than those in the control group. 4. The results of students’ responses show that cooperative learning instruction was helpful and interesting but there were still some pitfalls. Students held positive attitudes toward peer evaluation, but fair scoring should be put into consideration. 5. There were significant differences among LH, LI, and LL students’ motivation and attitudes toward cooperative learning and peer evaluation. Based on the study results, the author offers some valuable pedagogical implications and recommendations for cooperative learning and instruction, especially for vocational high schools.
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Huang, Wei-Lin, and 黃幃琳. "Action Research of Applying Cooperative Learning to English Teaching in Vocational School." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/3s7p46.
Full textAbstract:
碩士國立清華大學
課程與教學碩士在職專班
105
This action research aims to explore the teaching process of applying cooperative learning in vocational school students’English learning, the affections of vocational school students’ learning attitude and learning achievements, and teacher’s professional development in English instruction. The subjects were fifty-three students form vocational school in Taoyung City. This study was an action research, and lasted for sixteen weeks, including sixty teaching hours. In this action research, qualitative analysis and quantitative analysis were used. The qualitative data included teaching observations, students’ observations, teaching reflection, co-teacher’s observations, students’ worksheet, students’ feedbacks and interviews.The quantitative data from pre-test and post-test were analyzed. Based in the analysis, the results were as follows: 1.Cooperative Learning helps students love to learn English 、inspires their learning motivation 、improves their collaborative skills and makes students’ behavior in learning English active . 2. Female students’ learning achievement are better than male students’ . 3. Low-achievers’ learning achievements are better than middle-achievers and high-achievers’ learning achievements. 4. Cooperative Learning develops teacher’s teaching skills、creative teaching 、warm learning environment and make teacher’s teaching thoughts positive. Based on the results of this action research, researchers provided some suggestions for English teachings in vocational school and for future studies.
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Kuo, Yu-hui, and 郭玉蕙. "Error Analysis of Chinese-to-English Translation of Students in Vocational High School." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/93209946684891505923.
Full textAbstract:
碩士國立高雄師範大學
英語學系
92
ABSTRACT This study aims to analyze Taiwan''s vocational high school students'' performance in Chinese-to-English sentence translation so as to find effective ways to enhance these students'' English writing ability through translation. Specifically, it attempts to locate students'' English learning difficulties by writing error analysis. It also intends to investigate correct linguistic items that most students handled well. To achieve the study purpose, the researcher collected 2068 Chinese-to-English translation sentences written by 963 vocational high school students in southern Taiwan. These students participated in the Daily Chinese-to-English Translation Program (DCETP), which was held on the SEAL website (http://192.192.186.6/seal) from May 20 to June 13 in 2002. The answer sentences written by the subjects in the DCETP are analyzed quantitatively with Analytic Tool in Microsoft Excel. Writing errors in subjects'' translation sentences are located and classified first. The errors are then analyzed and discussed to see what difficulties the students encountered in Chinese-to-English translation. In addition, the linguistic categories that most of the students handled successfully are also analyzed and discussed to help profile the students'' learning processes and strategies. After data analysis, the main findings of this study are summarized as follows: 1. The result shows that the levels of these students'' Chinese-to-English translation proficiency are mixed. About 25% of the 2068 sentences they translated are correct, 27% with one error, 25% with two errors, 11% with three errors, and 12% with four or more errors. 2. The students'' performance varies a lot in individual sentence translation. The more difficult words, language usages, or structures a sentence has, the lower its correctness rate is, and vice versa. 3. There are three main types of translation errors committed by the students, namely lexical errors, grammatical errors, and semantic errors. These three types of errors are subcategorized into 18 specific types of errors in this study. 4. Some of the students'' translation errors are compound. For example. errors of parts of speech often coexist with errors of syntax. Nevertheless, the coexistence of different types of errors reflects the immature interlanguage systems of the subjects. 5. Possible causes of the students'' translation errors include interlingual interference, intralingual interference, and inadequate learning. Differences between the Chinese and the English languages usually result in interlingual errors. The complexity of English in certain aspects often results in intralingual errors. Inadequate learning almost results in all specific types of errors in this study. 6. The top seven translation difficulties for these students are: 1) verb, 2) expression, 3) spelling, 4) syntax, 5) semantic reference, 6) article, and 7) preposition. 7. The four translation non-difficulties for thsee students are: 1) morphology, 2) word-compounding, 3) conjunction, and 4) punctuation. In conclusion, the vocational high school students who attended the DCETP had cultivated some basic knowledge of the English language, including English word-compounding, morphology, conjunction and punctuation. On the other hand, these students still had to promote proficiency in other aspects of lexis, grammar, and semantics in Chinese-to-English translation.
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Lee, Fu kuang, and 李馥光. "The Influence of Logical Conjunctions on Vocational High School Students' English Reading Comprehension." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/40072652182381514816.
Full textAbstract:
碩士國立政治大學
英語教學碩士在職專班
96
This present study aims to investigate the influence of logical conjunctions on Taiwanese vocational high school students’ English reading comprehension. It mainly discusses whether logical conjunctions play a facilitating role as well as determines what types of logical relations are more challenging and what types are easier. This study adopted an experimental design. A total of 75 EFL students participated in the experiment. They received two versions of reading comprehension tests: texts with / without logical conjunctions first and then a cloze test. The data collected from the high and low groups were compared and analyzed statistically. The results confirm the effects of conjunctions and the sequence of comprehension difficulty among the four types of relations. Logical conjunctions are facilitating in EFL students’ reading comprehension. They are beneficial to the high group in overall comprehension of the texts while they are more helpful to the low group in the understanding of detailed information. This finding suggests that higher achievers adopt a more top-down approach in reading whereas lower achievers adopt a more bottom-up approach. As for the sequence of comprehension difficulty, the results revealed an ascending difficulty order: additive, temporal, adversative, and causal conjunctions. The fact that no different order was found between the high and low groups suggests that linguistic complexity and cognitive processing difficulty are more likely the causes of this order instead of language proficiency. Also, it is found that the gap between the two groups is becoming widened as the difficulty level is decreasing. For example, the high group performed much better than the low group in additive conjunctions, but it performed as poorly as the low group did in causal ones. Finally, error analysis also discovered that higher achievers are more confident and capable in choosing their own answers while lower achievers tend to substitute additive conjunctions for the other ones.
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Miao-ling, Tai, and 戴妙玲. "Effects of Graphic Organizers on Vocational High School EFL students' English Reading Comprehension." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/60753991749280559950.
Full textAbstract:
碩士國立高雄師範大學
英語學系
96
The purpose of the study was to explore the effects of graphic organizers on vocational high school EFL students’ English reading comprehension. Students’ attitudes toward reading English before and after the treatment and students’ opinions of the graphic organizers instruction were also investigated. The subjects were 77 eleventh-grade EFL students in National Tainan Industrial High School. Three types of graphic organizers--sequential organizer, comparative organizer, and hierarchical organizer--were introduced to students during the nine-week instruction. All the subjects were pretested and posttested with the reading English attitude questionnaire, the graphic organizers questionnaire, the graphic organizers application test, and the reading comprehension test. The major findings of this study are summarized as follows: 1. The instruction of graphic organizers helped enhance the subjects’ reading comprehension significantly. 2. The instruction of graphic organizers improved significantly the subjects’ reading interests and reading behaviors, but not the subjects’ conceptions of reading. 3. Most of the subjects were positive about the graphic organizers instruction. Hierarchical organizers were their favorite organizers. They regarded during-reading organizers as the most practical ones. They also espoused that graphic organizers enabled them to grasp the gist, memorize key concepts, organize the main points, raise their reading interests, and associate old learning with new learning. Finally, based on the findings of the study, pedagogical implications were proposed, and directions for future studies were suggested.
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Huiqian, Wu, and 吳慧倩. "A Study on the Layout Design of English Textbook in Vocational High School." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/76835410054158820184.
Full textAbstract:
碩士大葉大學
設計暨藝術學院碩士在職專班
101
ABSTRACT A proper textbook promotes teaching quality and learning effects. A textbook’s layout and illustration is the students’ impression on textbooks. The study intends to build up a set of principles of textbook’s layout so students will accept textbooks more willingly and pleased to learn. There are three major purposes in the study: to explore the importance of layout’s elements, the relationship between text’s layout and learning, and the relationship between illustration and learning. Questionnaire survey method is conducted in this study, in which vocational high school students in central Taiwan are participants. The data acquired are analyzed through descriptive statistics, multiple response analysis and one-way analysis of variance. The following are the conclusions induced: 1. As to the layout’s elements, most vocational high school students consider font size the most important , then followed by row spacing ,illustration and color. 2. As to the text’s layout, most vocational high school students are satisfied with the font size 16 and 1.5 lines. As to color collocation, most students prefer yellow matching blue3. As to the functions of the illustration, organizational illustrations assist students’ comprehension of the text contents best. The more satisfied students feel with the illustration, the more aspiration they have to English learning. With the study, the preferable layout’s elements are presented, which can serve as references for teachers and publishers. Key Words: textbook, layout, text, illustration
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Wu, Hsaio-Ping, and 巫筱萍. "A CASE STUDY ON CAREER DEVELOPMENT PROCESS OF VOCATIONAL HIGH SCHOOL ENGLISH TEACHERS." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/05356024216937946342.
Full textAbstract:
碩士國立臺灣師範大學
國際人力資源發展研究所
98
The purpose of the study was to explore career development process of vocational high school English teachers through a comparison of career development theories. The study utilized open-structured interview for data collection from a case participant, a veteran English teacher of vocational supplementary high school, then analyzed data with theoretical and conceptual coding process. The findings of the study included: (1) the affected factors of career choice are various, but significant someone(s) plays important influence on the individuals; (2) a teacher’s professional concept and strategies are influenced by former educational/vocational experience; (3) family background, especially finance and marriage, owns great esteem in career development process of a teacher; and (4) human nature is tenacious when facing unexpected factor/accident which affects one’s life, and is flexible on searching for better adjustment in changeable environment.
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Chi, Yi-Shu, and 齊宜恕. "A Study of Motivation and English Academic Achievement among Vocational High School Students." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/92870237803184526489.
Full textAbstract:
碩士中原大學
應用外語研究所
100
The main purpose of this study is to investigate the relationship between motivation and English academic achievement. This study explores whether high motivation will lead to high achievement and low motivation will lead to low achievement. In addition, this study examines the distribution of motivation types of vocational high school students in Taiwan, and further to investigate whether high English achievers and low English achievers possess different levels of motivation. Seven 10th grade intact classes from a selected vocational high school in the Northern Taiwan participated in this study. Two types of quantitative instruments were employed in the data collection. The revised version of Brown’s(2000) intrinsic motivation and extrinsic motivation questionnaire was administrated to assess the students’ types of motivation, and the average score of three school monthly exams was adopted as the indicator for the students’ academic achievement. Quantitative analysis was employed in this study, including descriptive statistics, correlation analysis, and independent sample T-test. The results indicated that vocational high school students adopted more intrinsic motivation than extrinsic motivation in English learning. In addition, there was a significant difference between high English achievers and low English achievers in terms of intrinsic motivation and extrinsic motivation. High English achievers manifested more intrinsic motivation and extrinsic motivation than low English achievers. However, the results showed that there was no significant correlation between high motivation and English academic achievement but weak positive correlation between low motivation and English academic achievement.
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CHAO, WEI-HUNG, and 趙偉弘. "Taiwanese Vocational High School Students’ Perceptions of Using Concept Maps in English Writing." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/86gqsz.
Full textAbstract:
碩士國立屏東大學
英語學系碩士班
106
Writing is a series of thinking process thatincludeshow writers generate ideas, express thoughts, and organize theseideas into a meaningful text.Concept maps can help writers transform their thinking into a visual diagram andsubstantiate their thinking intowriting.With concept maps,writers can organize their ideas and thus outline their writing byexplaining the relationship among the concepts.In Taiwan, concept mapping isquite commonly used as a writing strategyin writing classes.The purpose of this study was toinvestigatehowTaiwanese vocational high school studentsperceivethe use of concept mapping and how they use concept maps in writing English compositions.Four vocational high school students participated in this study. After receiving the concept mapping instruction, theywere asked to compose English writings with the help of concept maps at different times during the study. Thefinding of this study revealed that concept maps helped these students brainstorm ideas. The students were also aware of their writing process through drawing a map before composing. The results of the study were discussed in the following four aspects: (1) generating more general and subordinate ideas, (2) producing longer writings, (3) producing writings with more organized ideas, and (4) more focused on the given topic. After the study, students had an overall satisfaction with the concept mapping instruction.The above findings indicated that the use of concept maps positively influenced the quality of the four Taiwanese vocational high school students’ English writing and their English writing performance.The results of the study provide implications and suggestions for further researchers and English writing teachers.
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HUANG, BO-YING, and 黃博瑩. "A Discourse Analysis of Two Taiwan Vocational High School Teachers’ English Classroom Talk." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/4hxf83.
Full textAbstract:
碩士國立中正大學
外國語文學系英語教學研究所
107
This study aims to investigate and analyze the classroom talk of two Taiwanese vocational high school teachers in their English classroom. The present study identifies different footing patterns that teachers used and examines the shifts of footing occurring in their classes. Two teachers in central southern Taiwan participated in this study. All the utterances used by the two teachers were video-taped. The classes were observed and video-taped totally twenty periods from April to June in 2017. The data from video-tapes were transcribed verbatim as the main source of the analysis. The analysis of the data includes identifying the teacher talk types and the footing patterns. Methods such as frequency count and content analysis were adopted. The finding reveals that the two teachers’ most frequently used footings are Mediator, Inspector, Evaluator and Learning Task Assignor. According to the frequency and distribution of the footings, the two teachers have their own discourse structure and teaching styles. The study concludes that an understanding of the role of teachers’ classroom talk in vocational high school EFL classroom is of great importance on contribution to: (1) giving teachers the chances for self-monitoring and self-reflecting their own teaching, (2) helping current teachers develop more efficient teacher talk.
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Hsieh, Hsiu-Mei, and 謝秀美. "A Study on the English Textbook''s Current Usage Status and Perceptions of English Teachers in Industrial Vocational High Schools." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/97288521880334717055.
Full textAbstract:
碩士國立彰化師範大學
工業教育學系
87
The main purpose of this study was to investigate the English textbook’s current usage status and perceptions of English teachers in industrial vocational high schools (IVHS). To fulfill the research purpose, literature analysis and questionnaire survey had been adopted. The main results of this study were described briefly as follows: 1. IVHS English textbooks emphasized far more on the reading ability than on the acquisition of four language skills. 2. English teaching in IVHS was deeply affected by the shortage of teaching hours. 3. Most of the English teachers in IVHS held positive standpoints toward the statement that English textbooks could include the specialist vocabulary items and idioms often used in the field of industry according to IVHS students’ specific fields. 4.Codes of ethics were not emphasized in the current English textbooks. 5.The contents of Teacher’s Manuals were insufficient. 6.There appeared significant difference on the perceptions of English teachers in terms of teachers’ gender, age, educational background, English teaching experience, school location, and school establishment.