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Un estudio de la motivación y los trastornos en el aprendizaje del español de los negocios para los estudiantes universitarios en Taiwán /

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1191784

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20171006090642.0

008		171003s2017 ch a m 000 0 chi d
040		\|aPVY\|cPVY\|dPVY
082		\|a080S
095		\|d080S\|eL973\|pBOOK
100	1	\|aLuo, Cheng-Jun.
245	10	\|aUn estudio de la motivación y los trastornos en el aprendizaje del español de los negocios para los estudiantes universitarios en Taiwán /\|cEstela, Cheng-Jun Luo
260		\|aTaichung :\|bThe Author,\|c2017.
300		\|aix, 105 leaves :\|bill. ;\|c30 cm.
500		\|aAdvisor: Dra. Begoña, Yi-Ju Wang Ph.D.
502		\|aThesis (M.A.)--Universidad Providence.Instituto de Postgrado de Lengua y Literatura Espanola, Taichung, Taiwan, 2016.
504		\|aIncludes bibliographical references.
520	3	\|a近年來教育部對於台灣高等教育提倡結合專業知識和業界技能，推動各大專院校開設專業用途語言之課程；同時，西班牙語被經濟學人雜誌評選為近50年最具影響力的商務語言，而這股學習西班牙語的熱潮已從歐美向亞洲席捲而來。本研究採用文獻回顧法和問卷調查研究法，以台灣設有西班牙語文學系的大學中修習商務西班牙文相關課程之大學生為對象，探討其修習此課程的學習動機以及學習過程中的困擾因素。研究目的為：（一）探討西文學習者學習商務西文之學習動機；（二）分析學習商務西文過程中的學習困擾因素；（三）探究學習動機與學習困擾間之相關性。研究顯示各校學生之學習動機不同，主要動機來源為：（一）對於商務西文領域有興趣；（二）欲學習商務西語的知識和技能，以增加就業或升學機會。學習困擾之各構面與學習動機的相關性：「學習者個人因素」與學習動機呈現正相關，主要困擾來源為「缺少預習和複習的習慣」；「家庭因素」與學習動機接近無相關；「學校因素」與學習動機有正相關。本研究發現商務西文課程正面臨兩大難題：（一）學生的學習動機和興趣不明確，使學習積極性較低；（二）課程時數過短，能夠教授、學習的知識及技能有限。然而，學習動機是學習成效之基礎，教師可協助學生規劃就業藍圖以加強動機，並加強教材之實用性，使學習者在有限時間內學得知識技能，方可達到較佳的學習效果。.
520	3	\|aIn recent years, higher education courses that combines professional knowledge with industry skills have been promoted by Taiwan’s Ministry of Education. Languages for Special Purposes courses have been offered. The Economist rated Spanish the most influential business language of the last five decades. This enthusiam for learning Spanish has swept from Europe to Asia. Literature analysis and a survey were performed to investigate the motivations of and disturbances facing business Spanish students in this research. This study explored the motivacions of students in Taiwan who study business Spanish. Additionally, the factors behind disturbances in learning process were analyzed, and their correlation with increased opportunities in employment and scholarship was explored. This study determined that, first, learners’ personal factors are positively related to motivation, and that the major factor is lacking the habit to prepare for and review lessons. Second, the factor family is weakly correlated with learning motivation. The third factor, school is positively related to motivation. This study futher determined that business Spanish courses face two problems: the motivation and interest of students are indefinite; therefore, their learning enthusiasm is low and, for both teachers and students, teaching hours are too insufficient. However, motivation is the foundation of learning effectiveness, teachers can assist students to plan their career. Moreover, they can reinforce the practicality of their teaching materials to enable learners to obtain the necessary knowledge and skills in the limited time they have and thus ensure superior learning effectiveness..
650	0	\|aMotivation in education.
650		\|aCollege Students\|zTaiwan
650		\|aSpanish language\|xBusiness Spanish.
700		\|aWang, Yi-Ju.
710		\|aProvidence University.\|bInstituto de Postgrado de Lengua y Literatura Espanola.
710		\|a靜宜大學\|b西班牙語文學系\|b碩士班.
740		\|a台灣大學生商務西班牙文學習動機與學習困擾之研究
740		\|aUn estudio de la motivacion y los trastornos en el aprendizaje del espanol de los negocios para los estudiantes universitarios en Taiwan
740		\|aA Study of the Motivation and Disturbances in Business Spanish Learning for University Students in Taiwan
856	7	\|uhttp://handle.ncl.edu.tw/11296/ndltd/21566709154292931256\|z靜宜大學博碩士論文知識加值系統\|2http
910		\|a20171003

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Un estudio de la motivación y los trastornos en el aprendizaje del español de los negocios para los estudiantes universitarios en Taiwán /

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