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Title: 一位國中生的第一次出國遊學經驗:個案研究語言學習者之個人概念改變與挑戰
Taking the very first overseas study trip: a case study on a junior high EFL learner’s identity change and challenges
Authors: 吳怡萱
Wu, Yi Hsuan
Contributors: 招靜琪
Chao, Chin Chi
Wu, Yi Hsuan
Keywords: 出國遊學
study abroad
language learner identity
imagined community
case study
Date: 2012
Issue Date: 2013-02-04 09:44:10 (UTC+8)
Abstract: 出國讀書一向被視為外語學習者培養外語能力的好方法。本研究旨在透過記錄一位名為Jenny的國中生至美國的短期遊學經驗,以探究短期遊學對外語學習者的學習歷程及個人概念改變的影響。
研究結果顯示Jenny遇到的困難包括(1)和寄宿家庭成員建立關係。(2)在學校情境遇到衝突。(3)和以英語為母語的本地人相處過程中的困難。這過程中, Jenny的個人概念及想像社群也一直受到挑戰與修正,引發她對自己的個人概念及自己身為語言學習者更深層的了解。除此之外,短期遊學後,Jenny對自己身為台灣人有了新的觀點,對自己國家的信念也加強了。
Study abroad (SA) has been regarded as a great way to help learners develop foreign language proficiency. The major purpose of this study is to explore how short-term SA experience can affect the learning trajectory and the identity (re)construction of a Taiwanese junior high school student called Jenny through investigating her short-term study trip to the U.S.
A qualitative method was adopted in this case study. Data were collected through diaries, documentation, and three semi-structured interviews. Jenny's English learning experiences were explored longitudinally by categorizing them into three main phases: the pre-SA experience, the during-SA experience, and the three-month-later post-SA experience. By analyzing the data collected, the difficulties and challenges that Jenny encountered in the foreign context, her changing imagined communities and identity, and the impact this short-term SA experience had on her perspectives on English leaning and herself as an English learner were discussed.
It was found that Jenny encountered some difficulties during the trip and she struggled to (1) build up relations with members of her host family, (2) resolve the conflicts in school context, and (3) deal with the difficulties when interacting with target language speakers. Moreover, just as Norton’s(2011) definition of identity provided, Jenny's identity and her identification with her imagined American community had been constantly challenged and revised during the trip, leading to the deeper realization of her identity and herself as a language learner. Other than that, after the trip Jenny's commitment toward her native country was strengthened because she cultivated a new perspective toward her identity as a Taiwanese and redefined her relationship with her vernacular world.
Finally, pedagogical implications and suggestions derived from the discussions were proposed for SA program designers, language educators, and English teachers to make the SA trips more fruitful and beneficial for language learners.
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