高等教育中以英語學習專業之質性個案研究：環境可供性與投資性 ( II)

Abstract

本質化個案研究主要探討學習者在台灣接受大學商管英語授課的學習歷程，而在本案研究過程中，筆者發現一項重要但鮮少被探究的議題—學習者反抗 (learner resistance)—也就是學生對於英語授課的反對態度、想法與行為，故本文將透過3位本籍生及2位外籍生對英語授課之經驗看法，討論學習者對英語授課反對的時機及原因。本研究主要資料來源，包含：學生訪談、學習敘事、課室觀察等，並採用 Lincoln 及 Guba (1985) 的 Constant Comparison Method 進行分析。本研究發現，學生會運用多次曠課、上課無法專心、常忘記所學內容、改選華語授課科目、考慮轉換專業等反抗行為，來反應他們無法接受單方傳遞、無關生活、或無挑戰內容的英語授課方式，這或許是起因於文化上的不適應。本文無意指責英語授課課程或教師，也不是要概化研究結果，而是希望透過學習者反抗的概念，強調提供互動式、具挑戰性、及文化回應教學的重要性，並提供未來研究與教學的建議/方向。 This paper reports a significant, under-researched theme emerging from a qualitative case study on learners’ experiences in an undergraduate Commerce English-taught program (ETP) in Taiwan. In this study, learner resistance was defined as the oppositional voices and actions against English-medium instruction (EMI). This paper uses three local and two international students’ narratives to discuss when and why learner resistance occurred. Multiple sources of data, including interviews, learning stories, and observations, were gathered for analysis and triangulation. Data were analyzed based on Lincoln and Guba’s (1985) Constant Comparison Method. The findings of this study showed learner resistance to non-interactive, non-relevant, and/or non-challenging English-mediated pedagogy via course absences, absent-mindedness, selection of Chinese-mediated courses, and change in career paths. Such resistance results mainly from sociocultural factors, and hence a more interactive, cognitively challenging, and culturally responsive pedagogy is suggested. It is noted that this paper does not aim to generalize findings or criticize any instructors/ETPs. Instead, it aims to shed light on future EMI pedagogy and research from a critical or poststructuralist perspective.