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題名 打工度假者之轉變: 一位台灣青年英語學習者的自我身分認同之個案研究
The Transformation of Working Holiday Makers: A Case Study on One Taiwanese Youth’s English Learner Identity作者 宋婕
Chieh, Sung貢獻者 招靜琪
Chao, Chin-Chi
宋婕
Sung Chieh關鍵詞 英語學習者自我身份認同
實務社群
敘事取向
打工度假者計劃
個案研究
English learner identity
community of practice
narrative approach
working holiday makers program
case study日期 2020 上傳時間 3-Aug-2020 17:17:59 (UTC+8) 摘要 近年來，因為全球化的緣故，參加澳洲打工度假的人數每年越趨上升。雖然已經有很多打工度假經驗的相關研究，像是關於打工度假者的動機、其與旅遊的關聯性還有該經驗與返國後勞工市場的影響，但是針對打工度假的英語學習者的自我身份認同的研究，尤其是在亞洲地區，尚未得到充分關注與研究。因此，本研究目的在於調查打工度假經驗如何轉變其打工度假者的英語學習者的自我身份認同，採用敘事取向來描述一位台灣青年在澳洲打工度假一年之經驗。研究資料來源包含六次深入性訪談，每一次訪談持續大約半小時至一小時。研究結果凸顯打工度假提供其參與者機會去發展知識實踐社區，但要融入到知識實踐社區裡是一段很漫長的過程，需要花很多的時間及心力。而英語能力較弱的參與者則會表現出較強烈的集體意識傾向，甚至是將整個打工度假計畫視為一大型的語言學習計畫。並且，在澳洲待了一年的時間後，該名受試者不再認為自己只是英語學習者，而是開始視自己為英語這語言的使用者。這樣的轉變則歸功於知識實踐社區的鷹架支持。因此，有鑒於提升英文學習者的自信心，該研究建議老師和相關教育機構能夠將教學重心多擺至實務操作經驗練習上，並且希望本研究能為打工度假計畫申請者及語言教育者帶來啟發，協助其在出國前，能夠對即將面臨的旅程，不管是生理上或說心理上皆有所準備。
Recently, the number of young Taiwanese going to Australia under the Working Holiday Maker (WHM) program has been on the rise because of globalization (Horikawa, 2002; Kawashima, 2010). Though some research has been conducted regarding WHM’s motivational aspects, connection between WHMs and traveling or tourism and impacts after returning to the labor market (Chen et al., 2009; Ho et al., 2012; Lee & Lee, 2011), there is a lack of literature on WHMs’ English learner identity, especially in Asia. Hence, this study aims to investigate how WHMs’ experience interact with English learning identities. Narrative approach was adopted to depict the experience of one Taiwanese young adult who stayed in Australia for a year. Data was collected through interviews, and conducted for six times and each lasted about thirty to sixty minutes. The results show that the WHM program offers the participant opportunities to develop multiple communities of practice although it is a long process to enter the communities of practice. And participant with weak English proficiency shows strong collectivism orientation, and sees the WHM experience as a language learning project. After being a WHM for a year in Australia, the participant started to see himself as a learner of English instead of a user anymore, and this transformation is due to the scaffolding of communities of practice. Hence, it is suggested that teachers and the educational agencies could put more focus on communication-related activities with a view to increasing the students’ self-esteem in using English. Hopefully, the implications derived from the study would be beneficial for the applicants of WHM program and language educators.參考文獻 Adelman, M. B. (1988). Cross-cultural adjustment: A theoretical perspective on social support. International Journal of Intercultural Relations, 12, 183–204.Allen, H. (2010). Interactive contact as linguistic affordance during short-term study abroad: Myth or reality? Frontiers: The Interdisciplinary Journal of Study Abroad, 19, 1–26.Allen, H. W. (2010). Language-learning motivation during short-term study abroad: An activity theory perspective. Foreign Language Annals, 43(1), 27–49.Anderson, P. H., Lawton, L., Rexeisen, R. J., & Hubbard, A. C. (2006). Short-term study abroad and intercultural sensitivity: A pilot study. International Journal of Intercultural Relations, 30, 457–469.Bamberg, M. (2005). Narrative discourse and identities. Narratology beyond literary criticism, 213-237. Berlin: de Gruyter.Barkhuizen, G., Benson, P., & Chik, A. (2013). Narrative inquiry in language teaching and learning research. New York: Routledge.Barkhuizen, G., Benson, P., & Chik, A. (2014). Narrative inquiry in language teaching and learning research. New York: Routledge/Taylor & Francis.Barton, D., & Tusting, K. (Eds.). (2005). Beyond communities of practice: Language, power and social context. Cambridge: Cambridge University Press.Bell, J. S. &Duff, P. A., (2002). Narrative research in TESOL: Narrative inquiry: More than just telling stories. TESOL Quarterly, 36(2), 207–213.Benson, P. (2012). Individual difference and context in study abroad. In W. M. Chan, K. N. Chin, S. K. Bhatt, & I. Walker (Eds.), Perspectives on individualcharacteristics and foreign language education. (pp. 221–238). Berlin: de Gruyter Mouton.Benson, P. (2014). Narrative inquiry in applied linguistics research. Annual Review of Applied Linguistics Research, 34, 154–170.Benson, P., Barkhuizen, G., Bodycott, P., & Brown, J. (2012). Study abroad and thedevelopment of second language identities. Applied Linguistics Review, 3, 173–193.Brennan, C. (2014). Backpackers or working holiday makers? working tourists inAustralia. Qualitative Sociology Review, 10(3), 94–114.Burgoon, J. K. (1978). A communication model of personal space violations:Explication and an initial test. Human Communication Research, 4, 129–142. Burgoon, J. K. (1992). Applying a comparative approach to expectancy violations theory. In J. G. Blumler, J. M. McLeod, & K. E. Rosengren (Eds.), Comparatively speaking: Communication and culture across space and time (pp. 53–69). Newbury Park, CA: Sage.Burgoon, J. K. (1993). Interpersonal expectations, expectancy violations, andemotional communication. Journal of Language and Social Psychology, 12, 30–48. Burgoon, J. K., & Hale, J. L. (1988). Nonverbal expectancy violations theory: Model elaboration and application to immediacy behaviors. Communication Monographs,55, 58–79.Burgoon, J. K., & Ebesu Hubbard, E. (2005). Expectancy violations theory andinteraction adaptation theory. In W. Gudykunt (Ed.), Theorizing about interculturalcommunication (pp. 149–171). Thousand Oaks, CA: Sage.Carspecken, P. F., & Fran, C. (1996). Critical ethnography in educational research: A theoretical and practical guide. City: Psychology Press.Charmaz, K. (2006).Constructing grounded theory: A practical guide through qualitative analysis. City: Sage.Church, A. T. (1982). Sojourner adjustment. Psychological Bulletin, 91, 540–572. Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story inqualitative research. San Francisco, CA: Jossey-BassCohen, E. (1972). Towards a sociology of international tourism. Social Research, 39164–182.Cohen, E. (1974). Who is a tourist? A conceptual clarification. Sociological Review,22(4), 527–555.Coleman, J. (2015). Social circles during residence abroad: What students do, and whowith. In A. Edmonds, K. McManus, & F. Rosi (Eds.), Social interaction, identity and language learning during residence abroad (pp. 33–52). EUROSLA Monographs Series 4. Accessed 7 October 2015 at http://www.eurosla.org/eurosla-monograph- series-2/social-interaction-identity-and-language-learning-during-residence-abroad/Elsrud, T. (1998). Time creation in travelling: The taking and making of time among women backpackers. Time and Society, 7(2), 309–334.Fantini, A. E. (2007). Exploring and assessing intercultural competence. Brattleboro, VT: Federation of the Experiment in International Living.Fontaine, G. (1996). Social support and the challenges of international assignments: Implications for training. In D. Landis & R. S. Bhagat (Eds.), Handbook of intercultural training (pp. 264–281). Thousand Oaks, CA: Sage.Furnham, A., & Bochner, S. (1986). Culture shock: Psychological reactions to unfamiliar environments. New York, NY: Methuen.Glaser, B. S., & Strauss, A. (1971). The discovery of grounded theory: Strategies of qualitative research. London: Wiedenfeld and NicholsonGlaser, B. G., & Strass, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago, IL: Aldine Publishing Company.Glaser, B. G. (1978). Theoretical sensitivity: Advances in the methodology of. grounded theory. San Francisco: The Sociology Press.Heale, R., & Twycross, A. (2018). What is a case study? Evidence - Based Nursing, 21(1), 7, 39–47.Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.Jackson, J. (2008). Language, identity and study abroad: Socio-cultural perspectives. London: Equinox.Kim, R. I., & Goldstein, S. B. (2005). Intercultural attitudes predict favorable study abroad expectations of U.S. college students. Journal of Studies in International Education, 9, 265–278.Kim, Y.-S. (2007). Communication experiences of Korean expatriates in the U.S.: A study of cross-cultural adaptation. Human Communication, 10, 213–230.Kim, Y. Y. (2001). Becoming intercultural: An integrative theory of communication and cross-cultural adaptation. Thousand Oaks, CA: Sage.Kim, Y. Y. (2008). Intercultural personhood: Globalization and a way of being. International Journal of Intercultural Relations, 32, 359–368.Kingston, E., & Forland, H. (2008). Bridging the gap in expectations between international students and academic staff. Journal of Studies in International Education, 12, 204–221.Kinginger, C. (2004). Alice doesn’t live here anymore: Foreign language learning and identity construction. In A. Pavlenko & A. Blackledge (Eds.), Negotiation of identities in multilingual contexts (pp. 219–242). Clevedon, UK: MultilingualMatters.Kinginger, C. (2008). Language learning in study abroad: Case studies of Americansin France. Mod- ern Language Journal, 98, 1–124.Kinginger, C. (2012). Language socialization in study abroad. In C. Chapelle (Ed.), Theencyclopedia of applied linguistics (pp. 1–7). Oxford, UK: Wiley- Blackwell. Kinginger, C. (2015). Student mobility and identity- related language learning.Intercultural Education, 26, 6–15.Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation.Cambridge: Cambridge University Press.Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: SagePublications.Murray, G. (2009). Narrative inquiry. In J. Heigham and R. Croker (Eds.) Qualitative research in applied linguistics (pp. 45–65). Palgrave Macmillan, London.Robertson S (2014) Time and temporary migration: the case of temporary graduate workers and Working Holiday Makers in Australia. Journal of Ethnic and Migration Studies, 40(12): 1915–1933.Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. Oxford: Oxford University Press.Rogoff, B. (1995). Observing sociocultural activity on three planes: Participatory appropriation, guided participation, and apprenticeship. In J. V. Wertsch, P. del Rio, & A. Alvarez (Eds.), Sociocultural studies of mind (pp. 139–164). Cambridge: Cambridge University Press.Swenson, T., Visgatis, B., & Stewart, A. (2011). Narrative frames to assess overseasexperiences. In JALT2010 Conference Proceedings. Tokyo: JALT.Tan, Y., Richardson, S., Lester, L., Bai, T., & Sun, L. (2009). Evaluation of Australia`s working holiday maker (WHM) program, 27 February. Adelaide, Australia: National Institute of Labour Studies, Flinders University.Umino, T. (2011). Language learning experiences of international students in Japan: Facilitating access to communities of practice. In J. Phillion, M. T. Hue, & Y. Wang (Eds.), Minority students in East Asia: Government policies, school practices, and teacher responses (pp. 195–216). New York: Routledge/Taylor & Francis.Van Lier, L. (2010). The ecology of language learning: Practice to theory, theory topractice. Procedia-Social and Behavioral Sciences, 3, 2–6.Webster, L., & Mertova, P. (2007). Using narrative inquiry as a research method: Anintroduction to using critical event narrative analysis in research on learning andteaching. London: Routledge.Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. NewYork: Cambridge University Press.Wenger, E., Synder, W., & McDermott, R. (2002). Cultivating communities ofpractice: A guide to managing knowledge. Boston: Harvard Business SchoolPublishing.Zappa–Hollman, S., & Duff, P. A. (2015). Academic English socialization through individual networks of practice. TESOL Quarterly, 49, 333–368.Zhang, Q.Y. (2011) Working holiday makers’ self-growth and capacityimprovement. Master Thesis, Institute of tourism management, University of South China, Hengyang.Zimmerman, E. (2011). Talk about language use: ‘I know a little about your language.’ In P. Ben- son & H. Reinders (Eds.), Beyond the language classroom (pp. 88–105). Basingstoke, UK: Palgrave Macmillan. 描述 碩士
國立政治大學
英國語文學系
106551014資料來源 http://thesis.lib.nccu.edu.tw/record/#G0106551014 資料類型 thesis dc.contributor.advisor 招靜琪 zh_TW dc.contributor.advisor Chao, Chin-Chi en_US dc.contributor.author (Authors) 宋婕 zh_TW dc.contributor.author (Authors) Sung Chieh en_US dc.creator (作者) 宋婕 zh_TW dc.creator (作者) Chieh, Sung en_US dc.date (日期) 2020 en_US dc.date.accessioned 3-Aug-2020 17:17:59 (UTC+8) - dc.date.available 3-Aug-2020 17:17:59 (UTC+8) - dc.date.issued (上傳時間) 3-Aug-2020 17:17:59 (UTC+8) - dc.identifier (Other Identifiers) G0106551014 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/130890 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 英國語文學系 zh_TW dc.description (描述) 106551014 zh_TW dc.description.abstract (摘要) 近年來，因為全球化的緣故，參加澳洲打工度假的人數每年越趨上升。雖然已經有很多打工度假經驗的相關研究，像是關於打工度假者的動機、其與旅遊的關聯性還有該經驗與返國後勞工市場的影響，但是針對打工度假的英語學習者的自我身份認同的研究，尤其是在亞洲地區，尚未得到充分關注與研究。因此，本研究目的在於調查打工度假經驗如何轉變其打工度假者的英語學習者的自我身份認同，採用敘事取向來描述一位台灣青年在澳洲打工度假一年之經驗。研究資料來源包含六次深入性訪談，每一次訪談持續大約半小時至一小時。研究結果凸顯打工度假提供其參與者機會去發展知識實踐社區，但要融入到知識實踐社區裡是一段很漫長的過程，需要花很多的時間及心力。而英語能力較弱的參與者則會表現出較強烈的集體意識傾向，甚至是將整個打工度假計畫視為一大型的語言學習計畫。並且，在澳洲待了一年的時間後，該名受試者不再認為自己只是英語學習者，而是開始視自己為英語這語言的使用者。這樣的轉變則歸功於知識實踐社區的鷹架支持。因此，有鑒於提升英文學習者的自信心，該研究建議老師和相關教育機構能夠將教學重心多擺至實務操作經驗練習上，並且希望本研究能為打工度假計畫申請者及語言教育者帶來啟發，協助其在出國前，能夠對即將面臨的旅程，不管是生理上或說心理上皆有所準備。 zh_TW dc.description.abstract (摘要) Recently, the number of young Taiwanese going to Australia under the Working Holiday Maker (WHM) program has been on the rise because of globalization (Horikawa, 2002; Kawashima, 2010). Though some research has been conducted regarding WHM’s motivational aspects, connection between WHMs and traveling or tourism and impacts after returning to the labor market (Chen et al., 2009; Ho et al., 2012; Lee & Lee, 2011), there is a lack of literature on WHMs’ English learner identity, especially in Asia. Hence, this study aims to investigate how WHMs’ experience interact with English learning identities. Narrative approach was adopted to depict the experience of one Taiwanese young adult who stayed in Australia for a year. Data was collected through interviews, and conducted for six times and each lasted about thirty to sixty minutes. The results show that the WHM program offers the participant opportunities to develop multiple communities of practice although it is a long process to enter the communities of practice. And participant with weak English proficiency shows strong collectivism orientation, and sees the WHM experience as a language learning project. After being a WHM for a year in Australia, the participant started to see himself as a learner of English instead of a user anymore, and this transformation is due to the scaffolding of communities of practice. Hence, it is suggested that teachers and the educational agencies could put more focus on communication-related activities with a view to increasing the students’ self-esteem in using English. Hopefully, the implications derived from the study would be beneficial for the applicants of WHM program and language educators. en_US dc.description.tableofcontents ACKNOWLEDGEMENTS ivCHINESE ABSTRACT viiABSTRACT ixCHAPTER ONE: INTRODUCTION 1Research Question 3CHAPTER TWO: LITERATURE REVIEW 5Meaning and Value of Working Holiday Maker Program 5WHM Experiences: Reasons 7WHM Experiences: Adjustment 8Community of Practice and Identity 11CHAPTER THREE: METHODOLOGY 17Research Design 17Context and Participants 17Data Collection and Procedures 18Data Analysis 19The Researcher’s Relationship with the Participant 22CHAPTER FOUR: RESULTS 25Before the Journey: Nick’s Complex Decision-Making Process 25 The Beginning of the Journey: Preparation in Taiwan 27During the Journey: The Beginning Stages in Australia 29 During the Journey: Getting Accustomed to Life 32After the Journey: Thoughts about the Transformation 40Self-Discovery 40Coping with Multiple Identities 44CHAPTER FIVE: DISCUSSION 47ASSERTION 1 47ASSERTION 2 51ASSERTION 3 54CHAPTER SIX: CONCLUSION 61Summary of the Study 61Pedagogical Implications 63Limitations and Suggestions for Future Research 65REFERENCES 67APPENDIX A 73 zh_TW dc.format.extent 847002 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0106551014 en_US dc.subject (關鍵詞) 英語學習者自我身份認同 zh_TW dc.subject (關鍵詞) 實務社群 zh_TW dc.subject (關鍵詞) 敘事取向 zh_TW dc.subject (關鍵詞) 打工度假者計劃 zh_TW dc.subject (關鍵詞) 個案研究 zh_TW dc.subject (關鍵詞) English learner identity en_US dc.subject (關鍵詞) community of practice en_US dc.subject (關鍵詞) narrative approach en_US dc.subject (關鍵詞) working holiday makers program en_US dc.subject (關鍵詞) case study en_US dc.title (題名) 打工度假者之轉變: 一位台灣青年英語學習者的自我身分認同之個案研究 zh_TW dc.title (題名) The Transformation of Working Holiday Makers: A Case Study on One Taiwanese Youth’s English Learner Identity en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) Adelman, M. B. (1988). Cross-cultural adjustment: A theoretical perspective on social support. International Journal of Intercultural Relations, 12, 183–204.Allen, H. (2010). Interactive contact as linguistic affordance during short-term study abroad: Myth or reality? Frontiers: The Interdisciplinary Journal of Study Abroad, 19, 1–26.Allen, H. W. (2010). Language-learning motivation during short-term study abroad: An activity theory perspective. Foreign Language Annals, 43(1), 27–49.Anderson, P. H., Lawton, L., Rexeisen, R. J., & Hubbard, A. C. (2006). Short-term study abroad and intercultural sensitivity: A pilot study. International Journal of Intercultural Relations, 30, 457–469.Bamberg, M. (2005). Narrative discourse and identities. Narratology beyond literary criticism, 213-237. Berlin: de Gruyter.Barkhuizen, G., Benson, P., & Chik, A. (2013). Narrative inquiry in language teaching and learning research. New York: Routledge.Barkhuizen, G., Benson, P., & Chik, A. (2014). Narrative inquiry in language teaching and learning research. New York: Routledge/Taylor & Francis.Barton, D., & Tusting, K. (Eds.). (2005). Beyond communities of practice: Language, power and social context. Cambridge: Cambridge University Press.Bell, J. S. &Duff, P. A., (2002). Narrative research in TESOL: Narrative inquiry: More than just telling stories. TESOL Quarterly, 36(2), 207–213.Benson, P. (2012). Individual difference and context in study abroad. In W. M. Chan, K. N. Chin, S. K. Bhatt, & I. Walker (Eds.), Perspectives on individualcharacteristics and foreign language education. (pp. 221–238). Berlin: de Gruyter Mouton.Benson, P. (2014). Narrative inquiry in applied linguistics research. Annual Review of Applied Linguistics Research, 34, 154–170.Benson, P., Barkhuizen, G., Bodycott, P., & Brown, J. (2012). Study abroad and thedevelopment of second language identities. Applied Linguistics Review, 3, 173–193.Brennan, C. (2014). Backpackers or working holiday makers? working tourists inAustralia. Qualitative Sociology Review, 10(3), 94–114.Burgoon, J. K. (1978). A communication model of personal space violations:Explication and an initial test. Human Communication Research, 4, 129–142. Burgoon, J. K. (1992). Applying a comparative approach to expectancy violations theory. In J. G. Blumler, J. M. McLeod, & K. E. Rosengren (Eds.), Comparatively speaking: Communication and culture across space and time (pp. 53–69). Newbury Park, CA: Sage.Burgoon, J. K. (1993). Interpersonal expectations, expectancy violations, andemotional communication. Journal of Language and Social Psychology, 12, 30–48. Burgoon, J. K., & Hale, J. L. (1988). Nonverbal expectancy violations theory: Model elaboration and application to immediacy behaviors. Communication Monographs,55, 58–79.Burgoon, J. K., & Ebesu Hubbard, E. (2005). Expectancy violations theory andinteraction adaptation theory. In W. Gudykunt (Ed.), Theorizing about interculturalcommunication (pp. 149–171). Thousand Oaks, CA: Sage.Carspecken, P. F., & Fran, C. (1996). Critical ethnography in educational research: A theoretical and practical guide. City: Psychology Press.Charmaz, K. (2006).Constructing grounded theory: A practical guide through qualitative analysis. City: Sage.Church, A. T. (1982). Sojourner adjustment. Psychological Bulletin, 91, 540–572. Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story inqualitative research. San Francisco, CA: Jossey-BassCohen, E. (1972). Towards a sociology of international tourism. Social Research, 39164–182.Cohen, E. (1974). Who is a tourist? A conceptual clarification. Sociological Review,22(4), 527–555.Coleman, J. (2015). Social circles during residence abroad: What students do, and whowith. In A. Edmonds, K. McManus, & F. Rosi (Eds.), Social interaction, identity and language learning during residence abroad (pp. 33–52). EUROSLA Monographs Series 4. Accessed 7 October 2015 at http://www.eurosla.org/eurosla-monograph- series-2/social-interaction-identity-and-language-learning-during-residence-abroad/Elsrud, T. (1998). Time creation in travelling: The taking and making of time among women backpackers. Time and Society, 7(2), 309–334.Fantini, A. E. (2007). Exploring and assessing intercultural competence. Brattleboro, VT: Federation of the Experiment in International Living.Fontaine, G. (1996). Social support and the challenges of international assignments: Implications for training. In D. Landis & R. S. Bhagat (Eds.), Handbook of intercultural training (pp. 264–281). Thousand Oaks, CA: Sage.Furnham, A., & Bochner, S. (1986). Culture shock: Psychological reactions to unfamiliar environments. New York, NY: Methuen.Glaser, B. S., & Strauss, A. (1971). The discovery of grounded theory: Strategies of qualitative research. London: Wiedenfeld and NicholsonGlaser, B. G., & Strass, A. L. (1967). 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