Title Page
ABSTRACT
Contents
CHAPTER 1. INTRODUCTION 14
1.1. Background of the study 14
1.2. Statement of the Problem 17
1.3. Objectives of the Study 19
1.4. Significance of the Study 20
1.5. Limitation of the study 21
CHAPTER 2. LITERATURE REVIEW 22
2.1. ESP and Needs Analysis 22
2.1.1. The Definitions and Characteristics of ESP 22
2.1.2. The Categories of ESP 25
2.1.3. Studies of ESP Needs Analysis 28
2.2. CBI and Its Common Instruction Modes 34
2.2.1. The Definitions and Principles of CBI 34
2.2.2. The Common Modes of CBI Instruction and Its Characteristics 36
2.3. ESP-CBI Integration in Chinese College English Course and Teaching 41
2.3.1. Studies in Favor of ESP-CBI Integration 42
2.3.2. Studies Not in Favor of ESP-CBI Integration 46
2.4. The Trend of EMP Curricular and Instructional Reform in China 51
2.5. Identification of Gaps in Literature 55
CHAPTER 3. METHODOLOGY 58
3.1. Research Design 58
3.2. Participants and settings 60
3.3. Materials and Instruction Methods for Treatments 64
3.4. Instruments of the Study 80
3.5. Data Collection and Analysis 84
3.6. Expected Findings 87
CHAPTER 4. RESULTS AND DISCUSSION 89
4.1. Results of Needs Analysis on HVC Students' EMP Learning 89
4.1.1. The Survey Results of HVC Students' Attitudes on EMP Course before the Teaching Experiment 89
4.1.2. The Survey Results of HVC students' Occupational Needs in EMP Course Learning 94
4.1.3. The Survey Results of HVC students' Academic Needs in EMP Course Learning 97
4.2. Effects of ESP-CBI Integrated Teaching of Medical English on Students' English Proficiency 103
4.2.1. Statistical Results of Pre- and Post-Test 103
4.2.2. Effects of ESP-CBI Integrated Teaching on HVC Students' Listening Performance 111
4.2.3. Effects of ESP-CBI Integrated Teaching on HVC Students' Reading Performance 114
4.2.4. Effects of ESP-CBI Integrated Teaching on HVC Students' Writing Performance 117
4.2.5. Effects of ESP-CBI Integrated Teaching on HVC Students' Speaking Performance 122
4.3. HVC Students' Responses to ESP-CBI Integrated Teaching 130
4.3.1. Analysis of Post-Experiment Questionnaire 130
4.3.2. Analysis of Post-Experiment Interview 137
CHAPTER 5. CONCULSIONS AND IMPLICATIONS 142
5.1. Conclusions 142
5.2. Implications 145
5.3. Suggestions for Further Research 148
REFERENCES 150
국문초록 160
Appendices 162
Appendix A. Questionnaire for Needs Analysis of EMP course 162
Appendix B. Post-Experiment Questionnaire 167
Appendix C. Pre-Test Paper 170
Appendix D. Post-Test Paper 182
Appendix E. Pre-and Post-test papers of spoken English 195
Appendix F. Evaluation Standard of Oral and Wirting Test 197
Table 1. Summary of Studies in Favor of ESP-CBI Integration 43
Table 2. Summary of Studies Not in Favor of ESP-CBI Integration 49
Table 3. Summary of the Contents of Chinese EMP Research Articles in the Past 15 years 52
Table 4. Research Desig 58
Table 5. General Information of the Participants for Needs Analysis 61
Table 6. General Information of the Participants of in Experimental and Control Groups 62
Table 7. Descriptive Statistics of the Participants in Pretest 63
Table 8. Design of the 1st Step: Seeking Threads 69
Table 9. Design of the 2nd Step: Identifying Themes 70
Table 10. Design of the 3rd and 4th Steps: Text Analysis 72
Table 11. Design of the 5th Step: Tasks and Language Focus 73
Table 12. Contents and Purposes of the Instruments 80
Table 13. Reliability Coefficient of Questionnaires 82
Table 14. Reliability Coefficient of Pre/Post-Test Papers 83
Table 15. HVC Students' Attitude towards EMP Course 91
Table 16. HVC Students' Perception of Importance of EMP Sub-skills 92
Table 17. HVC Students' Perception of EMP Sub-skills Needed to be Improve 93
Table 18. HVC Students' Expectations of Using EMP in Their Future Jobs 95
Table 19. HVC students EMP learning needs 98
Table 20. Descriptive Statistics of Pre-test 104
Table 21. Independent Samples T-test Results of Pre-test between Groups 104
Table 22. Descriptive Statistics of Post-test 105
Table 23. Independent Samples T-test Results of Post-test between Groups 106
Table 24. Matched Pairs T-test Results of Experimental Class 107
Table 25. Descriptive Statistics of Post-test Sub-skills between Groups 108
Table 26. Independent Samples T-test of Post-test Sub-skills between Groups 110
Table 27. Descriptive Statistics of Listening Post-tests Scores 111
Table 28. Two-Way ANOVA Results of Listening Post-tests Scores by Teaching Mode and Proficiency Level 112
Table 29. Independent Samples T-test Results of Listening Post-test Scores 114
Table 30. Descriptive Statistics of Reading Post-tests Scores 115
Table 31. Two-Way ANOVA Results of Reading Post-tests Scores by Teaching Mode and Proficiency level 115
Table 32. Independent Samples T-test Results of Reading Post-test Scores 117
Table 33. Descriptive Statistics of Writing Post-tests Scores 118
Table 34. Two-Way ANOVA Results of Writing Post-tests Scores by Teaching Mode and Proficiency Level 119
Table 35. Independent Samples T-test Results of Writing Post-test Scores 121
Table 36. T-test Results of Writing Post-test Scores in Different Dimensions 122
Table 37. Descriptive Statistics of Speaking Post-tests Scores 123
Table 38. Two-Way ANOVA Results of Speaking Post-tests Scores by Teaching Mode and Proficiency Level 123
Table 39. Independent Samples T-test Results of Speaking Post-test Scores 125
Table 40. T-test Results of Speaking Post-test Scores in Different Dimensions 126
Table 41. HVC Students' Awareness of ESP-CBI Integrated Teaching 131
Table 42. HVC Students' Perceived Advantages of ESP-CBI Integrated Teaching 135
Table 43. HVC Students' Perceived Improvement after Receiving ESP-CBI Integrated Teachin 136
Table 44. Major Problems perceived by Interviewees on ESP-CBI Integrated Teaching Mode 138
Figure 1. "Trichotomy" of ESP 25
Figure 2. "Dichotomy" of ESP 26
Figure 3. "Dichotomy & Trichotomy" of ESP 27
Figure 4. CBI: The Relationship between Language and Content 38
Figure 5. "6-T" teaching procedure 40
Figure 6. Procedure of Grammar-Translation Teaching Method (The Treatment for Control Group) 66
Figure 7. Procedure of ESP-CBI Integrated Teaching Method (The Treatment for Experimental Group) 68
Figure 8. Listening Post-tests Scores by Teaching Mode and Proficiency Level 113
Figure 9. Reading Post-tests Scores by Teaching Mode and Proficiency level 116
Figure 10. Writing Post-tests Scores by Teaching Mode and Proficiency Level 120
Figure 11. Speaking Post-tests Scores by Teaching Mode and Proficiency Level 124
Figure 12. Comparison of HVC Students' Perceived Interest, Motivation and Suitability in ESP-CBI Integrated Teaching with Those... 132
Figure 13. Comparison of HVC Students' Perceptions of Whether their College English Teachers are Competent for ESP-CBI... 133
Figure 14. Comparison of HVC Students' Confidence that ESP-CBI Integrated Teaching Mode Can Develop Their EMP Communicative Competence 134