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English Language Training in the Workplace: Case Studies of Corporate Programs in China 1st ed. 2016 [Kietas viršelis]

  • Formatas: Hardback, 262 pages, aukštis x plotis: 235x155 mm, weight: 5502 g, 4 Illustrations, color; 6 Illustrations, black and white; XVIII, 262 p. 10 illus., 4 illus. in color., 1 Hardback
  • Serija: Technical and Vocational Education and Training: Issues, Concerns and Prospects 22
  • Išleidimo metai: 28-Jul-2016
  • Leidėjas: Springer International Publishing AG
  • ISBN-10: 3319301551
  • ISBN-13: 9783319301556
Kitos knygos pagal šią temą:
  • Formatas: Hardback, 262 pages, aukštis x plotis: 235x155 mm, weight: 5502 g, 4 Illustrations, color; 6 Illustrations, black and white; XVIII, 262 p. 10 illus., 4 illus. in color., 1 Hardback
  • Serija: Technical and Vocational Education and Training: Issues, Concerns and Prospects 22
  • Išleidimo metai: 28-Jul-2016
  • Leidėjas: Springer International Publishing AG
  • ISBN-10: 3319301551
  • ISBN-13: 9783319301556
Kitos knygos pagal šią temą:
Workplace English language training programs represent a corporate investment in language skills enhancement and human capital development. This book evaluates English language training programs in Chinese workplaces by examining a range of training effectiveness variables and identifying the factors that facilitate or hinder effective learning outcomes for workplace English training programs and explores the potential benefits of these programs.  This book will benefit both companies that are developing their training and development strategies and private training organizations that are developing training programs for particular industry and business needs. It will also be an excellent resource for learners who are seeking business English communication skills opportunities and trainers who are refining their workplace teaching practice.  This book reiterates the significance of business English communication skills development programs in terms of the benefits to economic gl

obalization, human capital development, employability, sustainable livelihoods, and lifelong learning in China. Having conducted a policy evaluation at both the national and local levels, this book also informs policy stipulation for corporate employee language training schemes. Although this book primarily examines corporate experience in China, the findings and recommendations will have important implications for other countries in Asia and worldwide.

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