在英語國際化時代回首ESP課程

Retrospective on ESP Courses in the Global English Era

10.6224/JN.202310_70(5).03

呂宜玲(Yi-Ling LU)

ESP課程設計 ； 護理人員 ； 溝通能力 ； 情境教學 ； ESP courses ； nurses ； communication ability ； situated learning

護理雜誌

70卷5期（2023 / 10 / 01）

13 - 20

繁體中文;英文

為因應臺灣觀光醫療產業興起及人口結構改變，護理人員面臨的挑戰也更勝以往，包括醫療專業知識到英語能力，缺一不可。有鑒於此，各類專業醫護英語課程（English for Special Purposes, ESP）也相繼出現，旨在於協助護理人員建構英語相關能力以因應日益變遷的挑戰。然而，相關研究指出，目前護理人員不盡理想的英語溝通能力為一警訊，為臺灣推行醫療國際化及人口結構改變伴隨而來的溝通需求帶來隱憂。教育人員面對此困境時，著實有必要重新檢視ESP課程。本文從三構面探討ESP課程，包含：（1）語言（language descriptions）、（2）需求（needs analysis）及（3）學習理論（learning theories）。筆者回顧與此三構面相關概念與研究，例如：護病溝通特性、醫護社群影響、情境教學、英語教學法（English as a medium of instruction）等，並針對上述等該如何應用於ESP課程，提出個人淺見，以期ESP課程能將學習者需求納入課程設計考量，並將學習者置於教學／學習重心，使課程結合醫療院所情境，幫助護理人員更有自信面對英語挑戰。

With the rise of the medical tourism industry in Taiwan and changes in the country’s population structure, nurses are facing greater challenges than ever before. Both professional knowledge and English proficiency are indispensable. Various types of English for Specific Purposes (ESP) courses have emerged to assist healthcare professionals to build their English abilities and cope with the changing demands of their profession. However, related research indicates that the deficient state of English communication skills among nurses in Taiwan may hinder the country’s ability to effectively promote medical internationalization and handle ongoing changes in its population structure. To effectively face this predicament, educators must re-examine the current design of ESP courses. Therefore, this article was developed to explore ESP courses from the three perspectives of language descriptions, needs analysis, and learning theories. Furthermore, the concepts and research related to these three perspectives, including the nurse-patient relationship, community of practice, situated learning, and English as a medium of instruction, were reviewed. Some insights into how these concepts may be applied to ESP courses are also proposed with the goals of better incorporating the needs of learners into course designs and placing learners at the center of language learning.

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