| Summary: | 碩士 === 國立高雄師範大學 === 華語文教學研究所 === 101 === Thailand is one of the earliest countries that promote tourism in Asia. Over the past decade, the number of Chinese tourists visiting Thailand has gradually increased, but the number of Chinese tour guide could not satisfy the demand of tourists; therefore, tourist guide training in Thailand has become more crucial and increasingly popular. Department of Tourism, Ministry of Tourism and Sports cooperates with many universities annually organizing “The Curriculum of General Tourist Guide Training (Foreign)”. In recent years, many universities have applied for permission to organize this training course; however, the materials for tour guide training course are rare and insufficient, so there is an opportunity to produce an adequate Chinese tourism material design and course development. Therefore, Chinese for tourism course and materials development has become imperative for Chinese language teaching and research issues in Thailand.
This study aims to design a suitable Chinese material for tour guide training course in Thailand, a case study of Suan Sunandha Rajabhat University organized “2012 The General Tour Guide Training Course (Chinese Language)”. The targets of need analysis survey included 24 learners, 15 professional tour guides, and it also combined with the interview of 4 Chinese teachers. The result of need analysis is adopted to materials development basis. The survey study found out that learners’ needs and professional tour guides’ needs are quite similar. Therefore, the material designers must figure out the key points of both groups’ needs in order to create a suitable material for tour guide training course. Teacher interview reflects that Chinese for tour guide materials must include 5 criteria, which are specific target and purposes, practical expressions, reliable contents, well-organized structure, and interesting tasks. Teachers also pointed out that materials should not merely help learners strengthen their oral expression and provide authentic and practical tour guide tasks, but should also emphasize on Thai history and cultural difference that Chinese tourists are interested in and provide learners with correct and reliable contents and explanation.
The material design is based on learners, teachers and tour guides’ need analysis, summarizing what material are needed and contextualized to course syllabus. The researcher develops an example of material design including three lessons, each lesson is divided into nine parts, which are (1)learning objective, (2)warm up activity, (3)dialogue, (4)vocabulary, (5)useful expression, (6)speaking drills, (7)language tips, (8)cultural tips, and (9)tasks and activities. The material evaluation reveals that learners and teachers are satisfied with the textbook in overall layout and its contents. Still, the material needs to adjust its language difficulties, some parts on cultural tips and contents.
To sum up, the research conclusion can be listed into three points. First, “The General Tour Guide Training Course (Chinese Language)” is an intensive training with short-time period but rich in contents. The teacher is highly required to have extensive knowledge and experience in teaching Chinese with tour guide related background. Second, materials for Chinese tour guide training course must include these 3 criteria: (1) materials have to meet learners and teachers’ needs; (2) materials must provide learners with practical, authentic, accurate and reliable contents; (3) materials must be rich in contents with well-organized structure. Third, suggestion for applying material to classroom teaching; due to the rich and diverse contents material, teachers can realize actual needs in class and select appropriate contents, as well as applying appropriate teaching methods in order to enhance learners’ motivation. Further, learners have to integrate the textbook contents with field trip studies to maximize the effectiveness of professional tour guide language teaching and training.
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