The purpose of this study was to design a Chinese for special purpose(CSP) syllabus for the field of travel services for Chinese major learners at university.
The visitor predicted that the increase of Chinese tourists and the change of jobs caused by the 4th Industrial Revolution will expand the role of the travel service sector. Therefore, this study surveyed and analyzed the needs of the travel service Chinese curriculum for students learning Chinese and those working in the travel service industry, and proposed a travel service syllabus design for Chinese learners.
The analysis results of the Task-based syllabus based on the NCS(National Competency Standards) are as follows.
First, there was a difference between the travel subjects'' Chinese courses and the desired occupations. It was found that the learner''s required travel Chinese courses are not reflected in the current university opening.
Second, the most necessary Chinese skills in the job are learners and practitioners, who first choose to speak, and then listen. As a result, it can be seen that the communication ability desired by the learner and the practitioner is in agreement.
Third, the practitioners in all three fields said that Chinese is the most necessary for the field. The learning contents that the practitioners wanted in Chinese education were those related to special purpose and Chinese studies. The content of Chinese majors that learners wanted was indicated by the certification class and Chinese studies.
Fourth, the job basic skills required by the practitioners were communication skills, customer service skills, and problem handling skills. Airline practitioners also valued teamwork. The guide required self-management skills, and the travel agent added information capabilities.
Fifth, SPSS t-test was conducted to find the difference between learners and practitioners. There were statistically significant differences in need across 11 capacity units. There are eight items in which learners rated their needs even higher. There are three items in which the level of needs of practitioners was highly evaluated.
The syllabus was designed in Chapter 5 based on the above findings. The design procedure is as follows. The subjects and learning environment were analyzed and the concept of special purpose Chinese was reflected. The courses were categorized and focused on the contents related to the travel service job.
The syllabus was graded by analyzing the needs of learners and practitioners. Task-based syllabus was completed focusing on communication ability, customer service ability and problem solving ability.