ESP Teacher Education in the Era of Globalization:
Knowledge Base, Curriculum Development, and Implementation
ESP in the Context of the Internationalization of Higher Education and Economic Globalization
The 2nd International Conference of the Chinese Association for ESP & The 5th International Conference on ESP in Asia
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期間本人在大會安排的時間 (Saturday, September 28, 2013, 14:55-17:20) 和地點 (逸夫科技樓 1F 報告廰)發表論文。論文題目為:“Beyond the ESP
pedagogy: The 3Cs of contrasting ESP theories” (詳見附件 三)。 另外，也參加多 場與本年度研究主題相關，及研究者有興趣的論文發表場次。
二、與會心得
有別於第四屆研討會論文的七個主軸,今年增加至十一個: (1) curriculum and course design in ESP, (2) materials design and writing in ESP, (3) development and application of ESP theories, (4) ESP teaching and learning approaches and methods, (5) innovations in ESP research and instruction, (6) ESP teacher development, (7) development of ESP testing and assessment, (8) English teaching and learning for academic purposes, (9) English
發表論文 題目
(中文)
三大專業專業英文理論的考量、條件和挑戰
(英文)
Beyond the ESP pedagogy: The 3Cs of contrasting ESP theories
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teaching and learning for professional purposes, (10) English teaching and research for business/legal purposes, and (11) cross-cultural
communication in ESP teaching. 有此顯示，專業英文的議題正逐漸擴展中。
同時我也注意到，大會所收錄的論文篇數，和應邀發表專題演講的主題，也比 上一屆多，另外，參加的人員也比上一屆有顯著的增加；由於舉辦的地點在上海，
其中來自中國大陸的學者更是大宗。此種現象說明了專業英文的相關議題，在亞洲 的中國大陸越來越受到重視，有愈來愈多的大陸英語文教學者投入專業英文相關的 研究工作。
在此行所聆聽幾場專題演講中，我認為由北京外語大學院長 Professor Sun Youzhong 和他的同事所共同發表的:Transforming EAP Writing Curriculum in Chinese EFL Context: A sociocultural Proposal 最感興趣。雖然此主題與本年 度的研究主題不盡相關，但此論文所採用的社會文化理論架構卻與和我的理論和分 析架構相仿。會後，我透過 email 向其中一位發表人索取論文相關資料，同時也與 發表人分享本人在過去擔任學術論文寫作的課程計畫書。
三、建議
由於連續兩年在中國大陸參加亞洲區專業英文國際研討會，有機會與來自香 港和大陸的學者在研討會期間有更多的交流，交流的過程中，才深感對中國大陸 學者來自的學校類型、學生的特質、甚至地理位置的知識非常匱乏，以致在聆聽 論文發表，或會後交流過程中無法更進一步的理解和提問。因此，限縮了研究者 對相關議題的探究。
由於近年來，有不少國際研討會先後在中國大陸舉辦，自然吸引許多大陸內 地學者參加研討會，發表論文。為使我對與論文有更精準的理解及掌握，以及在 會後交流中，能有更深入的彼此瞭解，我希望自己，也建議有計劃到中國大陸發 表論文的國內學者，能就中國大陸不同類型的高等教育、學生來源與特質和學校 所在省份地理位置有基礎的認識。
四、攜回資料名稱及內容
本次會議主要帶回第二屆中國國際專業英語協會暨第四屆亞洲專業英語國 際研討會大會手冊(Joint International Conference ESP in the Context of the
Internationalization of Higher Education and Economic Globalization
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The 2nd International Conference of the Chinese Association for ESP & The 5th
International Conference on ESP in Asia，見附件四)。有別於上一屆，本屆大會手冊 除提供論文摘要，論文發表人姓名外，最重要的是同時提供了發表人的學校和聯絡 的電子信箱。對於無法參加的場次，可以透過電子信箱索取論文相關資料/訊。
五、銘謝
感謝國科會補助出席此次國際學術會議，會中所蒐集的資料對於完成本年度 的成果報告，助益良多。本人將著手修改此成果報告，刊登於合適的國內或國外 期刊。
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附件一
計畫期限申請延長之文件
註：由於計畫執行期限之延長變更，本計畫延長至１０２年１２月３１日結案。
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附件二
申請出國參加國際會議簽陳
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附件三
接受發文論文之摘要
Abstract
Extending on Hyon’s notion of the three genre traditions, Flowerdue (2009) further proposes that the linguistically oriented approaches (an ESP or Sydney school approach) and the contextually oriented one (a new Rhetoric approach) should reconcile and can complement each other as far as ESP pedagogy is concerned.
While Flowerdue’s advocate provides a sound rationale for why a combined approach is better one than a separate one, what remains unclear, in a pedagogical sense, is how and when to combine the two. To address, a six-month long study was conducted, in which a group of eight TESOL-track students engaged in developing ESP curriculum for 23
vocational high school (VHS) students with an aim to teach them to give a business PowerPoint presentation at a designated workplace in the end of the ESP program. Both Activity Theory (Engeström, 1987) and the conceptual framework by Graves (1996) for curriculum development served as two-way analytical framework for analyzing both qualitative and quantitative data sets.
The results show that “the subject” (the vocational high school), “the expected outcome” (giving an on-spot PowerPoint Presentation at the workplace), and “rules” (the duration of curriculum implementation) have substantial impacts on what, how and when different resources are selected, assembled or discarded and in turn, what approach(es) get(s) applied. In addition, their perceived (im)practicality, based on their previous experience as a student, their experience with the new resources explored, and their
“here-and-now” experience with their target learners also play a profound role on the 3Cs (conditions, considerations, and configurations) of the contrasting ESP approaches. This study concludes that while “the linguistic” and “the ethnographic” approaches inform ESP pedagogy, the pedagogical 3Cs determines the extent these two approaches are being actualized in academic and professional contexts. Both theoretical and practical implications are discussed. (293 words)
keywords: English for Specific Purposes (ESP), vocational high school (VHS), second language teacher education (SLTE), school-university partnership (SUP), teacher professional development, Activity Theory
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附件四
研討會的會議資料