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摘 要

为追赶国际化脚步，中国的双语教育正在如火如荼地进行着，大部分中国高校都为学生开设了针对他们专业的双语课程。那么，双语教育到底是一项有成效的创新之举或是一个追随潮流的噱头呢？此项调查将针对学生和老师，询问他们对双语调查的看法与态度。学生的满意度则是衡量双语课程效果的最好方法。将根据顾客满意度模型来简历学生满意度模型针对学生所做的问卷调查将从与双语课程有关的不同变量方面来衡量考察。收集老师对双语课程的态度将以采访的方式进行。然后根据学生与老师的答复来得出结论。很多环节，如教学资源，学生自身能力等，都存在着问题。因此，本项研究将通过分析数据得出结论，为中国当前的双语教育提出具有针对性的建议。

关键词：双语课程，学生满意度模型，教学资源与学生自觉

Table of Contents

Acknowledgements i

Abstract ii

摘要 iii

Table of Contents iv

List of Tables v

Chapter 1 Introduction 1

Chapter 2 Literature Review 3

Chapter 3 Theoretical Framework 5

Chapter 4 Research Methodology 7

Chapter5 Analysis and Discussions 11

Chapter 6 Conclusion 22

Reference 25

Appendix 27

List of Tables

Table 1: Question One in Questionnaire…………………………………………..…17

Table 2: Question Two in Questionnaire……………………………………………..18

Table 3: Question Three in Questionnaire……………………………………………18

Table 4: Question Four in Questionnaire…………………………………………….19

Table 5: Question Five in Questionnaire……………………………………………..20

Table 6: Question Six in Questionnaire………………………………………………20

Table 7: Question Seven in Questionnaire…………………………………………...21

Table 8: Question Eight in Questionnaire……………………………………………21

Table 9: Question Nine in Questionnaire…………………………………………….22

Table 10: Question Ten in Questionnaire…………………………………………….23

Chapter 1 Introduction

1.1 Background Information

With the process of globalization, the connections in politics, economics and cultures among countries and areas are becoming tighter and tighter. Countries over the world are aiming at cultivating creative and composite talents to claim the place on international arena. Policy has been published in China, that undergraduate education should be combined with English for general and specialized courses instruction. By 2010, 403 courses have been approved into the bilingual education demonstration course project by Ministry of Education and Ministry of Finance. Most universities have opened various bilingual courses for students. It seems bilingual education has developed well in China higher education. However, there are still many problems existing in Chinese bilingual education system, such as the English ability of the teachers and inappropriate teaching materials, etc. Students hold the complicated attitude toward bilingual education mixed with expectations and worries in consideration of insufficient English capacity and immature teaching model. It is obvious that Chinese bilingual education cannot adjust to the urgent need for international talents completely and comprehensively. It seems efforts are still needed to be taken to explore the effective teaching methods for Chinese bilingual education from practice.

1.2 Research Significance

Following the footstep of internationalization, our national higher education goal starts to focus on international composite talents with both excellent English ability and specialized knowledge. Good teaching effects in some multi-linguistic and single-linguistic countries encourages the bilingual policies in China to develop students’ foreign language skills and professional international communication. However, the effects are uncertain. This research will try to find the answer through research from the practice of college’s bilingual courses, which aims to determine an appropriate mode for college bilingual education and assure the double goals of language and specialty to improve the effects of bilingual courses. At the same time, it will explore how to eliminate the negative effects that bilingual courses bring to specialized education. College students’ evaluation and satisfaction to bilingual education is one of the most important way to supervise and assess the quality of bilingual education.

1.3 Thesis Structure

The thesis will introduce some background information about bilingual courses in China first, research significance and research purpose. Then in Chapter 2, domestic and international researches by scholars will be reviewed to offer some useful information for this research. In Chapter 3, the theoretical framework will be introduced to build student satisfaction model for this research. Chapter 4 will talk about the research participants, research method and research instrument. After questionnaire and interview, research data will be collected for analysis. In Chapter 5, according to the collected data, some factors will be analyzed and discussed. In the final chapter, research findings will be summarized and implications of the results will be discussed. Finally, suggestions and limitations for further study in the future will be provided.

Chapter 2 Literature Review

2.1 Domestic Research

Bilingual education has been carried out in China for several years. Many scholars have undertaken relevant researches, trying to find the most suitable way for Chinese education. Student satisfaction is an important criteria to measure the real effects of bilingual courses. Theoretical researches and practical researches into bilingual education are both available for bilingual courses researcher to refer to.

College teachers’ Teaching Ability and Literacy(2010), written by Zhou Ren, thought that teachers as the undertaker and executor, their language expression ability, content design and organization ability and supervision ability are the important factors influencing student satisfaction index to bilingual courses. In Lv Fenghua’s The Study of Students’ Sense of Effects(2012), according to the empirical investigation, students’ self-sense of effects should be monitored and enhanced by instructors constantly to improve class satisfaction. Yang Lan’s Ecological Balance Development View of College Bilingual Courses and Its Recognition Basics (2010), language use proportion is an important factor that can influence the effects of bilingual courses and it should depend on the differences of teaching resources, textbooks and students. Through empirical investigation, Xu Hengjian, Investigation Into College Bilingual Courses In Students’ Aspect (2009), found that language of class, homework and tests is the key factor to the effects of bilingual courses. Tan Duojiao pointed out that only by fine teaching resources, reasonable teaching materials, appropriate teaching method and supportive policy could the college bilingual education standard be improved effectively in Key Point of College Bilingual Education (2010). Zeng Ming said that in order to develop the bilingual courses effectively, plan should be carefully made and scientific quality monitor and encourage system should be built in Consideration on How to Develop Bilingual Education(2013). Kang Shuming and Cui Xinchun thought that information technology, network platform and multi-media should be applied to improve the quality of bilingual education in Practical Research of College Bilingual Courses Under The Support of Information Technology (2009)

2.2 Oversea Studies

Colin Bake’s work, Key Issues of Bilingualism and Bilingual Education(1988), it talks about the hot topics of bilingual education from the point of interdisciplinary subjects, children’s language ability development and class effects. Colin’s book is seen as the fundamental materials to study bilingual education and he offered us a comprehensive introduction to bilingual education. Ruanda’s Every community has a story: the impact of the bilingual history fair on teaching and student learning(2009), it points out that bilingual courses can not only enables both teachers and students to acquire more knowledge, but also deepen the understanding toward the subject. Cazden E. Snow, professor in Harvard University, she raised some key issues and problems in bilingual education and tries to find the solutions to solve the problems. Snow has written about bilingualism and its relation to language policy issues such as bilingual education in the United States and in developing nations, and about testing policy in her book, English plus: Issues in bilingual education(1990). Cummins J’s Bilingualism and Special Education: Issues in Assessment and Pedagogy (1984), it focuses on practical assessment and pedagogy for bilingual kid in bilingual education. It argues much current practice for special education has been misdirected. Concrete suggestions are made both for changing the structure of special education services for bilingual students and for instituting more appropriate assessment and pedagogical practices.

Chapter 3 Theoretical Framework

3.1 American Customer Satisfaction Index

ACSI, American Customer Satisfaction Index, is based on consuming process of the products and service to make judgments on consumers’ satisfaction index, which is the most developed national customer satisfaction model with the best effects. It is developed by ASQC, American Society for Quality Control, School of Business Administration in University of Michigan and NQRC, National Quality Research Center. In an ACSI model, through the consumers’ recognition process, the overall satisfaction index is put into a co-relevant system to explain the relationship between consumption process and overall satisfaction index and predict the future expectant satisfaction index. Structure variables in ACSI model include six factors, Customer Expectation, Perceived Quality, Perceived Value, Customer Satisfaction, Customer Complaints and Customer Loyalty. The first four factors are regarded as casual variables while the last two are consequence variables. These variables have been accurately calculated via enormous data to ensure their relationship. Both product and consumer factor will be considered to show every link in consumption process. Not only can ACSI model tell us directly the attitude of the consumers toward the products, but also shows us the future market of the product. （Wikipedia,2016）

3.2 Student Satisfaction Model

The research into the bilingual education is based on the students’ satisfaction index toward the bilingual courses in Southeast University, including students’ satisfaction evaluation to bilingual courses, which can directly tell us the effects of bilingual courses, and suggestions on the improvement of college bilingual education. According to the ACSI model, we can build the Students’ Satisfaction Model to reflect students’ attitude toward the bilingual courses in college and to see if the bilingual courses make good effects in teaching process. Variables include Teaching Standard, Teaching Quality, Student Potential, Student Autonomy, Language Surroundings, Student Complaints and Student Satisfaction, which can be seen as the assumed causes of student satisfaction to bilingual courses. Relevant question will be designed to collect data from students. The data collected from questionnaire will be used to reflect the current situation of bilingual courses in Southeast University and student satisfaction to bilingual courses, finally to draw the conclusion and make some suggestions according to the results.

Chapter 4 Research Methodology

4.1 Research Questions

In the era of globalization, composite talents with specialized skills and high English standard are greatly required by the market. So bilingual education is designed to develop the need. Bilingual courses have been the heated topic of higher education in China for several years, which aim at cultivating international talents. Bilingual education began in the 1960s as a method to teach non-English-speaking students. The term bilingual education may also be used in reference to teaching English-speaking students a foreign language. In China, bilingual courses refer to courses with English language. Current problem is whether bilingual courses in college have made good effects as people expected. What teachers and students think of the bilingual courses? Should we give it up or hold on for hope? Which aspect should we pay most attention to? What can we do to make progress on bilingual courses? So this research will mainly investigate the current situation of bilingual education in SEU through two aspects, students’ attitude and teachers’ judgement. To find out where the problem is in college bilingual education. And find suitable ways to give appropriate suggestions.

4.2 Research Participants

The research will be developed through questionnaire to undergraduates from different faculties and departments about the current situation of bilingual courses in SEU. Among 300 pieces, 233 were collected for the data. Most of them have experienced the bilingual courses more or less, so different opinions might be held toward the courses in SEU. Therefore, the data from chosen research participants can be representative and objective. In this project, there are 120 males and 113 females. Object students include 59 freshmen students, 67 sophomore students, 64 junior students and 42 senior students. Among them, there are 19 students from mathematics department, 37 students from mechanics school, 33 students from civil engineering school, 27 students from economics and management department, 39 students from transportation school, 20 students from automation department, 28 students from software school, 35 students from information school and 27 students from computer department. What is more, interview is also designed for teaching staff about their attitudes toward campus bilingual courses. Interview subjects are three experienced teachers from Electrical Engineering School and Biomedicine School. They will share their opinions to the effects of bilingual courses.

4.3 Research Instruments

College bilingual courses satisfaction research is based on ACSI theory, which has been acknowledged as the common original model. Customer satisfaction depends on customer perceived quality, which is recognized as customer’s mental feeling to the product and service quality. Customer complaints is the negative and skeptical attitude that customer hold to the product quality. Student perceived quality of bilingual courses is made by the combination of teaching objects, teaching subjects and comprehensive environment. So aspects such as teaching standard, teacher literacy, learning potential, learning autonomy, language surroundings have influences on student satisfaction to bilingual courses. Questionnaire design website has been used to hand out questionnaires to part of students. The research will start from the reality plus the reasonable questionnaire design to get the result. In order to keep the result objective, interview to the faculty staff will be added to collect their opinions to the bilingual courses. So mobile phone is used to contact them.

4.3.1 Questionnaire

The research aims to investigate the effects of bilingual courses for undergraduates in Southeast University and their satisfaction to the bilingual courses. Then, implications and suggestions will be made on the basis of research results. Assumed variables of student satisfaction are objective factors, such as teaching standard and teacher literacy; subjective factors, such as learning potentials and learning autonomy; environment factor, such as language atmosphere. The result variables are student complaints and student satisfaction. So the questionnaire can be designed in these ways. First, how many bilingual courses they have attended should be covered to investigate the progress situation of bilingual courses in college. Designed questions about teaching standard and teacher quality are the judgement to teacher’s specialized and language ability. The question of reasonably designed textbook will also be asked. What students think of the teaching quality is also an important factor to measure student satisfaction. Whether teachers have oversea experience can be considered as a symbol for their English ability, but not absolute. As subjective factors of students, learning potentials and learning autonomy, the questions are their English standard and learning habits. Ask students whether they can review textbooks before class, make response to teacher in class and understand what they learned after class. Student potentials and autonomy are important factor for their study, not only on bilingual courses. Question about language atmosphere is whether their college hold English activities from time to time and whether students will take part in the activities from time to time. Finally, student complaints and satisfaction to bilingual courses will be asked. As a matter of fact, student complaints to courses and teachers can show their expectation for better development to a degree. Students overall attitude is the final result we want to know. Student satisfaction can show whether bilingual courses make the good effects or not. Their expectations to bilingual courses can show the future of China bilingual education. Questions of questionnaire are designed from the student satisfaction model, which is made by ACSI model, American Customer Satisfaction Index Model.

4.3.2 Interview

Instead of taking students’ one-side opinions, interview is designed to guarantee the results objective. In order to keep the interview brief, I decide to inquire their attitudes toward the bilingual courses directly and their judgement to students’ class performances. As the instructor of the class, teachers’ judgement is also one of the most important ways to measure the effects of the bilingual courses. All teachers took part in this interview actively and gave their sincere answers to my questions. Professor Huang Yunkai, from Electrical Engineering School, he shared me some history of bilingual courses in the department to me. Then some questions has been asked, such as the textbooks they used and some teaching resources in this major. He also generously shared me his opinions about the bilingual courses in this study period, which is much useful for this research. Mr. Dong, a teacher from Biomedicine Department, he told me some difficulties he met in his bilingual courses teaching. He also used the test grade to explain the difference between regular courses and bilingual courses, which I found persuasive. Wang Qilong, an instructor teaching the circuit basics, told me that Circuit Basics has been the bilingual courses at the beginning of its existence. He shared his personal opinions about bilingual course learning of students. Finally, all teachers have been asked about their own views about the future development of bilingual courses.

4.4 Data Collection

The questionnaire is carried out in SEU among 9 different schools and departments. And 300 pieces of questionnaire have been handed out to 300 students via paper and Internet. At last, 233 effective questionnaires were collected back for data analysis.

As for interview, three professors from different departments have been appointed to take part in this interview. All of them express their opinions and answered the questions generously, which contributed to my final result a lot.

Chapter5 Analysis and Discussions

5.1 Data Analysis

5.1.1 Questionnaire

Question 1: How many bilingual courses have you attended at college?

Data show 61% students have attended three and more bilingual courses. Students who took part in the questionnaire all have had at least one course before.

Question 2: What do you think of the textbooks of bilingual courses?

43% students think the design of their bilingual courses textbooks is just so so. And 37% students think there are problems in textbook design. 20% students are satisfied with the design of textbooks.

Question 3: What do you think of the English standard of your bilingual course teachers?

Over half students think the teacher hold an ordinary English standard. Nearly same quantities of students think their teacher is with high English standard or low English standard.

Question 4: What do you think of your English standard?

Most students said that they held an ordinary English standard. Some students are confident about their English ability. A small proportion of students think their English is terrible.

Question 5: Do your bilingual course teachers have oversea experience?

56% students are uncertain about whether their teachers have oversea experience or not. 24% students said that their teacher had oversea experience and 20% students said that their teacher had no oversea experience.

Question 6: Will you review the textbooks or refer to literature of bilingual courses before class?

40% students will make some preparation before class sometimes. 31% students have good learning habit. And 29% students never review the textbooks before class.

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