1 Introduction |
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1 | (12) |
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The Status of English Use in the Global and Chinese Context |
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1 | (2) |
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Issues and Challenges in Workplace English Language Training in the Global and Chinese Context |
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3 | (2) |
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5 | (1) |
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5 | (1) |
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5 | (1) |
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6 | (1) |
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7 | (1) |
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8 | (1) |
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Some Terms and Definitions |
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8 | (1) |
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9 | (4) |
2 Conceptual Framework |
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13 | (50) |
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Defining Workplace English Training Programs |
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13 | (4) |
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Features and Categorization of Workplace English |
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13 | (2) |
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Nature of Workplace English Programs |
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15 | (2) |
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Course Design of Workplace English Training |
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17 | (3) |
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17 | (1) |
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The Importance of Training Needs Analysis for Workplace English Programs |
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18 | (2) |
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The Perspective of Teaching Job-Related English as a Second Language in the Workplace Context |
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20 | (2) |
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The Perspectives of Second Language Learning in the Context of Workplace English Training |
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22 | (6) |
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24 | (1) |
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25 | (1) |
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26 | (1) |
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26 | (1) |
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27 | (1) |
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Occupational Specialization and Work Experiences |
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27 | (1) |
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The Roles of Teachers in Workplace English Training Programs |
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28 | (15) |
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Teacher Planning and Course Objectives |
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28 | (1) |
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29 | (1) |
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29 | (2) |
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31 | (1) |
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32 | (11) |
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43 | (1) |
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43 | (3) |
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43 | (1) |
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44 | (1) |
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44 | (1) |
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45 | (1) |
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The Perspective of Skills Development for Employability and Employment |
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46 | (1) |
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The Influence of Adult Education |
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47 | (1) |
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The Perspective of Lifelong Learning |
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48 | (1) |
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The Perspective of Human Capital Investment |
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49 | (1) |
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Sustainable Livelihoods in the Chinese Context |
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50 | (1) |
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Conceptual Framework Diagram |
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51 | (1) |
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51 | (12) |
3 Theories of Training Program Evaluation Frameworks and Methodologies |
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63 | (16) |
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Workplace English Training Program Effectiveness |
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63 | (1) |
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Review of Evaluation Frameworks |
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64 | (2) |
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Theories and Practice of Language Training Program Evaluation |
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66 | (2) |
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Program Evaluation Methodologies |
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68 | (2) |
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68 | (1) |
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69 | (1) |
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69 | (1) |
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Program Evaluation Design |
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70 | (1) |
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70 | (1) |
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Evaluation Frameworks for Workplace English Training Programs |
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71 | (4) |
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75 | (4) |
4 Review of Workplace English Training and Learning Research in the Chinese Context |
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79 | (20) |
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English and English Language Policies in Hong Kong |
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79 | (1) |
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Hong Kong's Continuing Education Policy |
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80 | (1) |
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Workplace English Training Research in Hong Kong |
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81 | (2) |
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English in Mainland China |
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83 | (1) |
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Role and Status of English in TVET in Mainland China |
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84 | (2) |
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Why Do Mainland China's Employees Need English Language Training in the Workplace? |
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86 | (1) |
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Mainland China's English Language Policy |
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87 | (1) |
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Ministry of Education PRC Adult Education and TVET Division |
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88 | (1) |
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Ministry of Human Resources and Social Security PRC TVET Division |
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88 | (1) |
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Studies of Workplace English Training in the Context of Mainland China |
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89 | (3) |
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92 | (7) |
5 Research Design and Methods |
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99 | (18) |
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Overview of Research Design and Methods |
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99 | (5) |
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The Rationale for Selection of Research Sites in Hong Kong and Mainland China |
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104 | (2) |
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Stage One: Qualitative Interviews |
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106 | (3) |
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106 | (1) |
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106 | (2) |
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108 | (1) |
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109 | (3) |
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110 | (1) |
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110 | (2) |
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Rationale of Data Analysis |
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112 | (2) |
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Implications of Pilot Study to the Main Project |
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114 | (1) |
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115 | (2) |
6 The Context of Workplace English Training in Hong Kong and Mainland China |
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117 | (22) |
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Challenges of Workplace English Training and Learning in Hong Kong and Mainland China's Businesses |
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117 | (5) |
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Varied Workplace English Use and Training Demand |
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118 | (1) |
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Workplace English Training Program Implementation |
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119 | (1) |
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Meeting Business Specific Learning Needs and Performance Goals |
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120 | (1) |
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Workplace English Trainer's Qualification |
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121 | (1) |
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Cutting-Edge Practices in Developing Effective Workplace English Training Programs |
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122 | (16) |
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Diverse Workplace English Training Program Provision by Training Providers and Industrial Companies |
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122 | (2) |
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Workplace English Training Needs Analysis and Curriculum Development |
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124 | (1) |
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Tailoring Workplace English Training Programs to Different Industries/Occupations |
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125 | (3) |
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Corporate Training Topics |
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126 | (1) |
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126 | (1) |
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127 | (1) |
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Job-Related Training in Non-Language Subjects and the Application of Training Methods to Workplace English Training Programs |
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128 | (1) |
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129 | (1) |
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130 | (1) |
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On-the-Job Communicative Competence Development |
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131 | (1) |
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Human Resource Training and Development Policy |
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131 | (2) |
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Learner Assessment and Program Evaluation |
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133 | (5) |
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138 | (1) |
7 Case Study 1 of Workplace English Training in a Mainland China Machinery Production and Trading Company L |
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139 | (18) |
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Introduction to Case Study 1: Company L |
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139 | (1) |
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Influencing Factors in Program Design |
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140 | (4) |
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140 | (1) |
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141 | (1) |
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Course Content and Materials |
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141 | (2) |
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143 | (1) |
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144 | (1) |
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Influencing Factors in Program Implementation |
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144 | (3) |
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Conception of Teacher's Role |
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144 | (1) |
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Views and Understanding of Teaching and Learning: Delivery and Methods |
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144 | (1) |
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Students' Workplace English Learning Styles, Learning Strategies, Motivation, and Personality |
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145 | (2) |
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Influencing Factors in Vocational Context |
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147 | (2) |
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Human Resource Training and Development Policy |
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147 | (1) |
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148 | (1) |
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148 | (1) |
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Workplace English Training Effectiveness |
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149 | (5) |
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Short-Term Training Program Effectiveness |
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149 | (1) |
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Intended Learning Outcomes |
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149 | (1) |
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Learner Self-Assessment Results |
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150 | (1) |
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Unintended Learning Outcomes |
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150 | (1) |
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Difficulties in Workplace English Use |
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151 | (1) |
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Long-Term Program Impact on Job Performance and Business Operation |
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152 | (1) |
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Sustainability of Learner Autonomy |
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152 | (1) |
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International Business Communication Performance |
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153 | (1) |
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Skills Development for Employability and Employment |
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153 | (1) |
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154 | (1) |
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Conclusion for Case Study 1 |
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154 | (2) |
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156 | (1) |
8 Case Study 2 of Workplace English Training in a Mainland China Machinery Accessory Production Company Y |
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157 | (22) |
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Introduction to Case Study 2: Company Y |
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157 | (1) |
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Influencing Factors in Program Design |
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158 | (7) |
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158 | (2) |
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160 | (1) |
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Course Content and Materials |
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160 | (4) |
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164 | (1) |
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165 | (1) |
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Influencing Factors in Program Implementation |
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165 | (6) |
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Conception of Teacher's Role |
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165 | (1) |
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Views and Understanding of Teaching and Learning: Delivery and Methods |
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165 | (2) |
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Students' Workplace English Learning Styles, Learning Strategies, Motivation, and Personality |
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167 | (2) |
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Assessment Requirements: Pre-course Business English Communicative Competence Test |
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169 | (1) |
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170 | (1) |
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Influencing Factors in Vocational Context |
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171 | (1) |
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Human Resource Training and Development Policy |
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171 | (1) |
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171 | (1) |
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171 | (1) |
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Workplace English Training Effectiveness |
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172 | (4) |
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Short-Term Training Program Effectiveness |
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172 | (1) |
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Intended Learning Outcomes |
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172 | (1) |
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Learner Self-Assessment Results |
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172 | (1) |
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Unintended Learning Outcomes |
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173 | (1) |
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Difficulties in Workplace English Use |
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173 | (1) |
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Long-Term Program Impact on Job Performance and Business Operation |
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174 | (1) |
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Sustainability of Learner Autonomy |
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174 | (1) |
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International Business Communication Performance |
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174 | (1) |
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175 | (1) |
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Skills Development for Employability and Employment |
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175 | (1) |
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Conclusion for Case Study 2 |
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176 | (1) |
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177 | (2) |
9 Case Study 3 of Workplace English Training in a Mainland China Dishwasher Production Company N |
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179 | (18) |
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Introduction to Case Study 3: Company N |
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179 | (1) |
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Influencing Factors in Program Design |
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180 | (5) |
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180 | (1) |
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181 | (1) |
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Course Content and Materials |
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181 | (4) |
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185 | (1) |
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185 | (1) |
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Conception of Teacher's Role |
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185 | (1) |
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Influencing Factors in Program Implementation |
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185 | (4) |
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Views and Understanding of Teaching and Learning: Delivery and Methods |
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185 | (1) |
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Students' Workplace English Learning Styles, Learning Strategies, Motivation, and Personality |
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186 | (3) |
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189 | (1) |
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Influencing Factors in Vocational Context |
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189 | (2) |
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189 | (1) |
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190 | (1) |
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Workplace English Training Effectiveness |
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191 | (4) |
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Short-Term Training Program Effectiveness |
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191 | (1) |
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Intended Learning Outcomes |
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191 | (1) |
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Learner Self-Assessment Results |
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191 | (1) |
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Unintended Learning Outcomes |
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192 | (1) |
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Difficulties in Workplace English Use |
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192 | (1) |
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Long-Term Program Impact on Job Performance and Business Operation |
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193 | (1) |
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Long-Term Learning Outcomes |
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193 | (1) |
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Sustainability of Learner Autonomy |
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193 | (1) |
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International Business Communication Performance |
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193 | (1) |
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194 | (1) |
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Skills Development for Employment and Employability |
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194 | (1) |
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Conclusion for Case Study 3 |
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195 | (1) |
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196 | (1) |
10 Discussion |
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197 | (32) |
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Integrated Answers to Research Questions for Case Study 1, 2, and 3 |
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197 | (8) |
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Short-Term Training Program Effectiveness |
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198 | (1) |
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Long-Term Program Impact on Job Performance and Business Operation |
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198 | (3) |
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Workplace English Training Program Design |
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201 | (1) |
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Workplace English Training Program Implementation |
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202 | (3) |
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205 | (1) |
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Discussion of Stage 1 and Stage 2 Study to Answer Research Questions |
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205 | (16) |
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Short-Term Training Program Effectiveness |
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205 | (3) |
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Long-Term Program Impact on Job Performance and Business Operation |
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208 | (4) |
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Workplace English Training Program Design |
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212 | (3) |
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Workplace English Training Program Implementation |
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215 | (4) |
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219 | (2) |
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Discussion with Existing Literature |
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221 | (6) |
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Factors Facilitating Effective Program Design |
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224 | (1) |
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Factors Hindering Effective Program Design |
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225 | (1) |
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Factors Facilitating Effective Program Implementation |
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226 | (1) |
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Factors Hindering Effective Program Implementation |
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227 | (1) |
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227 | (2) |
11 Conclusion and Implications |
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229 | (16) |
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Summary of the Major Contributions to Workplace English Training and Evaluation Theory |
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229 | (5) |
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Workplace English Training Effectiveness |
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229 | (2) |
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Factors Influencing Workplace English Training Effectiveness |
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231 | (3) |
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The Workplace English Training Program Evaluation Framework |
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234 | (3) |
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Developing Effective Workplace English Training Programs in Hong Kong and Mainland China |
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235 | (2) |
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Possible Limitations in the Project |
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237 | (1) |
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Implications for the Project and Recommendations Arising |
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238 | (2) |
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238 | (1) |
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Implications and Recommendations for Practice |
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239 | (1) |
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Implications and Recommendations for Policy |
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239 | (1) |
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Possible Future Research Suggestions |
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240 | (3) |
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243 | (1) |
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243 | (2) |
Appendices |
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245 | (10) |
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Appendix A Case Study Guidelines |
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245 | (3) |
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247 | (1) |
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Appendix B Interview Questions (Training Providers, Industry Representatives, Policymakers, Workplace English Learners) |
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248 | (4) |
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Appendix C Survey of Workplace English Learners' Language Learning Style, Strategy, Aptitude, and Personality |
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252 | (3) |
Author Index |
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255 | (6) |
Subject Index |
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261 | |