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 หัวเรื่อง:ลักษณะการใช้ภาษาอังกฤษในภาคธุรกิจและระดับความสามารถในการใช้าภาษาอังกฤษของบัณฑิตมหาวิทยาลัยเกษตรศาสตร์ที่ทำงานในภาคธุรกิจ ผู้เขียน: นางแพรวพรรณ นำเบญจพล, ผู้ช่วยศาสตราจารย์ สื่อสิ่งพิมพ์:pdf AbstractThe objectives of this study were to survey: 1. the types and amounts of English language (EL) listening, speaking, reading, writing and translating used in business; 2. levels of EL proficiency required in business positions held by Kasetsart University (KU) graduates; 3. levels of EL proficiency of KU graduates working in business; and 4. EL skills which KU graduates would like to improve. The sample was 565 KU graduates of classes 48, 49, and 50 who worked in the business sector. Data were collected by the use of questionnaires and EL proficiency evaluation forms. An SPSS-X program was used to analyze data. The results were : 1. In the business sector, the English skills of reading and translating were used more than the skills of listening, speaking and writing. The main purpose of reading was to increase general and job-related knowledge. The main purpose of translating was to report information to colleagues or superiors. The main purpose of listening was to continue conversations. The main purpose of speaking was to interact socially in everyday-life situations. The main purpose of writing was to ask for or to provide information about goods or services. 2. When asked to assess whether their positions required an EL proficiency of level 1 (fair), level 2 (good) or level 3 (excellent), KU graduates working as staff members, junior executives, middle executives and high executives all made the same assessment: that their positions required an EL proficiency of level 2. in all skills. 3. In self-assessment, the staff members and junior executives assessed their own EL proficiency in reading and translating to be at level 2, and their EL proficiency in the other skills to be at level 1. The middle executives assessed their EL proficiency in all skills to be at level 2. The high executives assessed their EL proficiency in listening, speaking, and writing to be at level 1, and their EL proficiency in translating at level 2. 4. KU graduates working in the four positions stated they needed "great" and "greatest" improvement in all five skills. The two EL skills that KU graduates in every position declared they needed the "greatest" improvement were listening and speaking. |
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หัวเรื่อง:ไม่มีชื่อไทย (ชื่ออังกฤษ : An Evaluation of English Proficiency of First-Year Students at Kasetsart University Using Communicative and Grammar-Based Instruction) ผู้เขียน: Rachen Panyatanakun, นางศศิยา ศิริพานิช, รองศาสตราจารย์ , Uamporn Teeravuttichai, ดร.เอมอร อังสุรัตน์, รองศาสตราจารย์ สื่อสิ่งพิมพ์:pdf AbstractThe purpose of this study was to investigate and evaluate the effectiveness of communicative-based instruction and grammar-based instruction in teaching English to first-year Kasetsart University students. The subjects selected for the study were two classes of Kasetsart University first-year students registered in Foundation English I during the first semester 1999. The two classes were divided into two experimental groups taught with grammar-based text and communicative-based text respectively. Tests for students' English proficiency in the four skills were assessed before and after forty-five instructional periods. Both experimental classes were given supplementary listening exercises, but the class taught with communicative-based text was also given a grammar supplement to study outside class to prepare for the mid-term and final examinations. The computer program SPSS was used to statistically analyze the pre-test and post-test scores for means and standard deviations. Two-tailed t-tests were conducted to test the significance for each. Conclusions drawn from the study were: 1. The grammar-based instruction class made statistically significant gains in three skills namely listening, reading and speaking at the 0.05 significant level whereas no statistically significant improvement was found in writing. 2. The communicative-based instruction class made statistically significant gains in all four skills. A significant difference at the 0.05 level was found in listening, speaking, reading and writing. |
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