Exploring Holistic Teaching Approach in an English News Course

探索新聞英文課程中之全人教學法

10.30115/JCJCU.201212.0001

邱怡靜(Jean Yi-Ching Chiu)

新聞英文 ； 全人教學法 ； 倫理 ； 特定領域之英文 ； Journalistic English ； Holistic Approach ； Ethical ； ESP

長榮大學學報

16卷2期（2012 / 12 / 01）

1 - 15

英文

新聞英文對學習英文為外語（EFL）的學生而言，始終都是一項挑戰。教導英文為外語的老師傾向專注於訓練學生的新聞英文寫作能力，並加上新聞學的專業概念。新聞英文因此成為一個需要融會全人發展，以使學習英文為外語的學生，能夠藉由專業知識而與這個世界有更好的連結的課程。本研究之目的是透過全人發展在新聞英文課程的英文學習者，如何超越特定目的英文課程所設定的知識內容。本研究的脈絡是在臺灣一所學院之中，參與者為40名大一新生程度的英文為外語學習者，學習新聞英文與新聞英文寫作。本研究旨在落實全人發展並探索英文為外語學習者對於全人及倫理發展的概念。本研究的資料蒐集包含兩階段的半結構式訪談，以及焦點團體。研究結果肯定，採取全人發展在新聞英文教學是有效率的英語學習，可豐富人生觀，並有助於新聞英語訪談和新聞英文報導。研究發現顯示人文與新聞道德隨著認知的新聞英文課程內容而發展，因為老師協助者的角色及實際操作新聞練習而改善。情感和倫理上的支持是英文作為外語學習者在特定目的英文領域上進展的兩大根源。本研究供全人教育研究討論與建議。

Journalistic English (JE) has been a challenging subject for students of English as a Foreign Language (EFL) due to cultural and linguistic complexities. EFL faculty tend to focus on linguistic comprehension of the English news with journalistic professional concepts. JE thus has become a subject in need of integrating holistic approach to better connect EFL learners with the world via professional knowledge. The purpose of the study was to explore EFL learners' affective, cognitive and ethical development via holistic approach in the Journalistic English class, beyond the content knowledge in an English for Special Purpose (ESP) course. The study contextualized itself in a foreign language college in Taiwan and the participants were approximately 40 college freshmen equivalent EFL learners in journalistic education and news reporting. The study aimed at implementing holistic approach and exploring EFL learners' perception of humanistic and ethical development. Data collection of the study included two-stage semi-structured questionnaires and a focus group. The result confirmed that holistic approach in JE teaching was effective English learning to enrich their views in life, and foster English news interviewing and reporting practices. Research findings demonstrated humanistic and ethical development along with cognitive JE improvement by the teacher's facilitator's role and hands-on news practice. Affective nourishment and ethical support were two major sources of EFL learners' ESP achievement. Discussions and guidelines are provided to further holistic education in future research.

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