文創專業英語教材發展與評估之行動研究: 結合語料導向學習與TED Talks

Abstract

英語教材在專業英語教學中扮演重要角色，然而專家指出市面上的專業英語教材常難以顧全學習需求，使得教師須自行編纂適合自己學生的教材 (Basturkmen and Bocanegra-Valle, 2018; Marjanovikj-Apostolovski, 2019)。研究者在教授文創專業英語亦遇到相同問題。根據研究者的文創專業英語需求分析，文創系學生需要足夠的設計相關英語字彙，以閱讀最新資訊，並在簡報時用英語表達自己設計理念。因此，本研究採用語料導向學習法，根據Tomlinson(2011)的英語教材編纂原則，選擇TED Talks文創設計主題演講，發展教材，搭配語料庫分析演講稿，篩選常用設計常用字彙，製成單字表，並實施於文創專業英語課堂中，依其學生上課反應、學習效果，再調整其教材設計。 本研究以學生簡報錄影、講稿、訪談、教師省思札記、期末教材評估問卷等方式蒐集資料。第一學期研究者蒐集TED Talks演講，與文創、英語教學專家，選出適合的演講當教材，設計教案、學習單。第二學期研究者教授這些教材，寫下觀察、省思札記。學生於學期開始與結束做的英語簡報，委請專家評分，簡報講稿亦根據語料庫字頻表分析，看其教材學習成效。學生於期末填寫問卷，以了解他們對於TED Talks作為專業英語教材的看法與建議。希望根據研究結果編纂的文創專業英語教材，能符合文創人才英語學習需求，提升英語溝通能力。 Learning materials for English for Specific Purposes (ESP) play an essential role in ESP teaching. However, many ESP instructors are frustrated with commercially published coursebooks, which often fail to meet the needs of their specialized groups of learners (Basturkmen and Bocanegra-Valle, 2018; Marjanovikj-Apostolovski, 2019). The researcher also faced the same problem when teaching English for students majoring in cultural creative design. In the needs analysis conducted in the researcher's previous research project sponsored by the Ministry of Education, the increase of vocabulary size in the field of cultural creative design and the training of English presentation skills, especially the presentation of design concepts, are needed by these students. Thus, in this action research, following the principles of effective materials development proposed by Tomlinson (2011), the researcher developed ESP learning materials and designed lesson plans with TED Talks resources for the course of English for Cultural Creative Design. With the data-driven learning approach, the lexis in the selected TED Talks wa analyzed and high-frequency words related to design were elicited to create a word list. The researcher redesigned the ESP materials based on students' reaction and learning effectiveness. Research data were gathered from video recordings and transcripts of individual oral presentations, interviews, researcher's observation logs, teaching reflection journals, and a questionnaire about the ESP materials evaluation. In the first semester, the researcher collected TED talks related to the course objectives, discussed with the professors from the cultural creative design field and ESP experts, and selected appropriate TED talks to use in class. The researcher developed ESP materials and designed lesson plans with these selected talks. In the second semester, the researcher used these learning materials in the course of English for Cultural Creative Design. The researcher kept classroom observation logs and teaching reflection journals to record students' reaction and learning outcome. The performance of pre- and post-oral presentations in English and the transcripts were assessed and compared by the domain experts to examine the effectiveness of TED Talks as ESP learning materials. In the end of the semester, students were given a questionnaire to ask their feedback about TED Talks as learning materials. The researcher hopes that the adjusted ESP learning materials based on the research findings would meet the English learning needs of students majoring in cultural creative design and enhance their English communicative skills for international workplace in the future.