Towards Bridging the Gap between GE and ESP__臺灣人文及社會科學引文索引資料庫

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題名：	Towards Bridging the Gap between GE and ESP
書刊名：	全人教育學報
作者：	易青青
作者(外文)：	Yi, Ching-ching
出版日期：	2009
卷期：	4
頁次：	頁55-97
主題關鍵詞：	通英／專業英文；課程設計；醫學；閱讀；策略；認知；合作；論辯；廣讀；文類；網路；GE/ESP；Course design；Medical；Reading；Strategies；Themes；Controversy；Extensive；Online；Cooperation
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0) 排除自我引用:0 共同引用:4 點閱:89

本文旨在介紹一個專門為醫學系大一新生所設計的英文課程。鑒於醫學系學生通常需要閱讀英文原文書，及查閱大量的新近英文網路資料，並且在未來的工作上常需與跨部會的人合作，本課程因此除加強語言本身的訓練外，更注重培養學生的閱讀策略、網路搜尋技巧、解決問題以及與他人合作的能力，同時強化他們的高級認知與後設認知策略，以期能兼顧通用英文及專業英文的需求。為達上述目標，本課程借重廣泛的語言教學及社會心理學研究成果。在第一學期，課程重在閱讀策略的掌控，尤其是高階層的策略。此外，策略在課室內的訓練是根據教師設計的活動冊子，透過各種合作活動進行。在課外則透過教師架構的博閱網站，由學生自選學習表單來練習。學生尚須紀錄下閱讀的文類、主題、題目、難度及字數。換言之，這些紀錄加上所讀的文章及所完成的自選作業即成就了個人化的閱讀資料夾。在第二學期，本課程則強調與學生未來工作息息相關的論題之探討上。本學期的活動皆以四人小組進行。每完成一單元，則換一次組員，以期每一學員都能有與許多不同學員合作的經驗。針對每一論題，又提供了四至六篇文類不同的文本，由每一組員負責一至二篇，然後透過「拼圖法」活動，彼此交換所獲的資訊，再針對經過組員徹底探討後做出的小組決定，進一步搜尋佐證的資料。最後，以指定的方式將其成果呈現。為了評量課程設計本身之優劣及其教學成效，在每一學期結束都給予問卷調查，以利未來的發展。經過t-test、因素分析及皮爾森相關分析的結果顯示本課程在語言、認知、網路閱讀及合作上都有肯定的成效。同時，與測者也對網站本身的設計提出若干建議，這些建言實屬未來改進的瑰寶。不過，參與者目前一致性的肯定，初步為急於回應專業英文要求聲浪的通用英文教師，提供了一條出路。

以文找文

This paper introduces a general English (GE) course designed for medical freshmen. In view of a great demand on medical majors' reading quantitative English materials and solving problems cooperatively in both schools and future careers, the course was aimed at training students on their skills in reading, web navigating, problem solving and cooperating with others.To achieve the goal, the course borrowed its light from a wide field of language learning research and sociopsychology. In the first semester, the course emphasized the mastery of learning strategies, particularly the high-level ones. Moreover, the strategies were practiced in class through varied peer cooperative activities on a teacher-edited workbook and further practiced outside the class on student-selected texts from the Extensive Reading site which the teacher set up. Students had to further choose a worksheet from the site to exhibit the acquired skills and to fill out a ready-made form in terms of the genre, subject, title, difficulty level and word count of each text they had read. The record together with their read texts and completed worksheets formed a personalized reading portfolio for each student.The second semester was structured around five discipline-related themes. All the activities proceeded in quadruple teams by following the jigsaw reading and constructive controversy procedures. The teammates randomly switched at the completion of each unit after a presentation in a requested form except for the last activity-debate.To evaluate the course design per se and its effects for further development, a questionnaire was conducted at the end of each semester. Through t-test, Factor Analysis and Pearson Correlation, the yielded outcomes preliminarily suggest that the course thus designed, although still with room for improvement, could offer a way out for GE instructors who are anxious to answer the advocacy for ESP.

以文找文

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