東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Content-Based Language Curriculum De...

Chen, Qian.

Linked to FindBook

Google Book

Amazon

博客來

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

Record Type:	Electronic resources : Monograph/item
Title/Author:	Content-Based Language Curriculum Development with an Emphasis on Business English in Higher Education in China./
Author:	Chen, Qian.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	164 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
Contained By:	Dissertations Abstracts International80-12A.
Subject:	Curriculum development. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13878197
ISBN:	9781392275375

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

Content-Based Language Curriculum Development with an Emphasis on Business English in Higher Education in China. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 164 p.

Source: Dissertations Abstracts International, Volume: 80-12, Section: A.

Thesis (Ph.D.)--Northern Arizona University, 2019.

This item must not be sold to any third party vendors.

This descriptive and exploratory case study focused on a specific Content-Based Language Teaching (CBLT) curriculum within the context of higher education in China. The researcher investigated the rationale behind the current design and students' and teachers' perceptions about the curriculum, as well as, their perceived motivations and challenges during the teaching and learning process. The participants included sophomores and juniors majoring in English with an international business emphasis and some of the faculty within the same program. Data were collected through program documentation, a questionnaire for students, classroom observations, and interviews of selected students and teachers. The four-phase data analysis process utilized first and secondary coding cycles for the analysis of the documentation, the student questionnaire, the classroom observation, and the individual interviews.The main findings uncovered a need from both teachers and students for increasing content course credits to better shape their teaching and understanding of the content knowledge. Task-based, problem-based, and project-based class activities had the capacity to make class more effective and motivating for both stakeholders. However, the research revealed significant inconsistencies across students' and teachers' perceptions of motivations and challenges. The findings also indicated no significant difference in perception between the Chinese-Mandarin L1 students and students with other L1s; between sophomore and junior students; and between high-scoring and low-scoring students.

ISBN: 9781392275375Subjects--Topical Terms:

684418
Curriculum development.

Content-Based Language Curriculum Development with an Emphasis on Business English in Higher Education in China.
LDR:02780nmm a2200361 4500 001 2265449
005 20200514112357.5
008 220629s2019 ||||||||||||||||| ||eng d
020 $a 9781392275375
035 $a (MiAaPQ)AAI13878197
035 $a (MiAaPQ)nau:11655
035 $a AAI13878197
040 $a MiAaPQ $c MiAaPQ
100 1 $a Chen, Qian. $3 1024141
245 1 0 $a Content-Based Language Curriculum Development with an Emphasis on Business English in Higher Education in China.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 164 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Lockard, Louise;Francis, Norbert.
502 $a Thesis (Ph.D.)--Northern Arizona University, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a This descriptive and exploratory case study focused on a specific Content-Based Language Teaching (CBLT) curriculum within the context of higher education in China. The researcher investigated the rationale behind the current design and students' and teachers' perceptions about the curriculum, as well as, their perceived motivations and challenges during the teaching and learning process. The participants included sophomores and juniors majoring in English with an international business emphasis and some of the faculty within the same program. Data were collected through program documentation, a questionnaire for students, classroom observations, and interviews of selected students and teachers. The four-phase data analysis process utilized first and secondary coding cycles for the analysis of the documentation, the student questionnaire, the classroom observation, and the individual interviews.The main findings uncovered a need from both teachers and students for increasing content course credits to better shape their teaching and understanding of the content knowledge. Task-based, problem-based, and project-based class activities had the capacity to make class more effective and motivating for both stakeholders. However, the research revealed significant inconsistencies across students' and teachers' perceptions of motivations and challenges. The findings also indicated no significant difference in perception between the Chinese-Mandarin L1 students and students with other L1s; between sophomore and junior students; and between high-scoring and low-scoring students.
590 $a School code: 0391.
650 4 $a Curriculum development. $3 684418
650 4 $a Higher education. $3 641065
650 4 $a Asian studies. $3 1571829
650 4 $a Business education. $3 543396
650 4 $a English as a second language--ESL. $3 3423990
690 $a 0441
690 $a 0727
690 $a 0745
690 $a 0688
690 $a 0342
710 2 $a Northern Arizona University. $b Teaching and Learning. $3 3186320
773 0 $t Dissertations Abstracts International $g 80-12A.
790 $a 0391
791 $a Ph.D.
792 $a 2019
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13878197