Please use this identifier to cite or link to this item:
https://ah.lib.nccu.edu.tw/handle/140.119/56933| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | 招靜琪 | zh_TW |
| dc.contributor.advisor | Chao, Chin Chi | en_US |
| dc.contributor.author | 吳怡萱 | zh_TW |
| dc.contributor.author | Wu, Yi Hsuan | en_US |
| dc.creator | 吳怡萱 | zh_TW |
| dc.creator | Wu, Yi Hsuan | en_US |
| dc.date | 2012 | en_US |
| dc.date.accessioned | 2013-02-04T01:44:10Z | - |
| dc.date.available | 2013-02-04T01:44:10Z | - |
| dc.date.issued | 2013-02-04T01:44:10Z | - |
| dc.identifier | G0098951001 | en_US |
| dc.identifier.uri | http://nccur.lib.nccu.edu.tw/handle/140.119/56933 | - |
| dc.description | 碩士 | zh_TW |
| dc.description | 國立政治大學 | zh_TW |
| dc.description | 英語教學碩士在職專班 | zh_TW |
| dc.description | 98951001 | zh_TW |
| dc.description | 101 | zh_TW |
| dc.description.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。\n 本研究方法採用質性研究，研究工具為日記、文件、及半結構式訪談，Jenny的英語學習經驗被分成三大部分：遊學前經驗、遊學中經驗、及遊學結束三個月後的經驗。透過分析這些資料，本研究討論了以下幾點：Jenny在外國環境遇到的困難與挑戰、她不斷改變的想像社群及個人概念、及短期遊學對Jenny對英語學習及個人身為英語學習者的看法與影響。\n 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。\n 最後，依據本研究結果，對於出國學習計畫設計者、教育學者、及英語教師進一步提供相關建議，以期能使出國遊學者的旅程更加豐富且有幫助。 | zh_TW |
| dc.description.abstract | 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. \n 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. \n 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.\n 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. | en_US |
| dc.description.tableofcontents | Acknowledgements iii\nChinese Abstract viii\nEnglish Abstract ix\nChapter One: Introduction 1\nBackground and Motivation 1\nPurpose and Research Questions of the Study 3\nSignificance of the Study 4\nChapter Two: Literature Review 7\nBenefits of SA 7\nProduct-oriented Research on Linguistic and Cultural Outcomes in Study Abroad Contexts 7\nProcess-oriented Research on the Process of Learning in Study Abroad Context 9\nThe Study Abroad Studies in Taiwan 10\nCritical Issues that Study Abroad Participants should Face 11\nIdentity and Imagined Community in Study Abroad Context 12\nThe Language-identity Connection 12\nDefinition of Identity 12\nImagined Communities and Imagined Identities 16\nInvestments and Identities 18\nLanguage Learners’ Identities, Imagined Communities, and Investments in Study Abroad Context 19\nIdentities, Imagined Communities and Power 22\nThe Need for Further Studies in Taiwanese Language Learners’ Study Abroad Experiences 23\nChapter Three: Methodology 25\nParticipant and Context 25\nCriteria of Choosing the participant 25\nThe participant 26\nThe context 27\nData Collection 27\nSemi-structured Interviews 28\nDiaries 29\nDocumentation 30\nProcedures 30\nData Analysis 32\nChapter Four: Results 37\nBefore the Trip 37\nJenny’s Family Background and Previous English Learning Experiences at School 38\nJenny’s Goals towards English Learning and Attitudes towards the Culture of the U.S. 40\nWhat Kind of Language Learner does Jenny Consider Herself 44\nThe Impact of the Significant Others 45\nDuring the Short-term Study Trip 49\nChallenges Jenny Faced and her Responses 50\nJenny’s English Learning Experiences and Critical Events in the U.S. 55\nThe Impact of the Significant Others during the Trip 57\nThree Months after the Short-term SA Experience 59\nThe Changes of her Opinions toward the Two Uncomfortable Events in the U.S. 60\nThe Changes of her English Learning Activities 61\nThe Changes of her Attitude toward the Task of English Learning and herself as an English Learner 62\nThe Changes of the Role the Country America Plays in her Life and her Attitude toward her Imagined American Community 64\nObstacles of Learning a Foreign Language in an EFL Environment 65\nChapter Five: Discussion 69\nChallenges 69\nStruggles to Build up Relations with Members of her Host Family 70\nStruggles to Resolve the Conflicts in School Context 72\nStruggles to Deal with Difficulties when Interacting with Target Language Speakers 75\nIdentity Change 77\nIdentity as How a Person Understands His or Her Relationship to the World 77\nThe Constantly Challenged and Revised Identity and Imagined Community 78\nIdentification with the Imagined Community 84\nLanguage Learning as Opportunities for the Future and the Construction of Future-self 87\nLanguage Learner’s Resistance or Non-participation in Study Abroad Context 90\nThe Reality Check in Study Abroad Context 91\nSignificant Others during her Learning Process 92\nChapter Six: Conclusion 95\nSummary of the Findings 95\nPedagogical Implications 96\nLimitations of the Study 99\nSuggestions for Future Research 100\nConclusion 100\nReferences 101\nAppendixes 106\nAppendix A: Questions for the Pre-SA Interview 106\nAppendix B: Questions for the Post-SA Interview 107\nAppendix C: Questions for the Follow-up Interview 108 | zh_TW |
| dc.language.iso | en_US | - |
| dc.source.uri | http://thesis.lib.nccu.edu.tw/record/#G0098951001 | en_US |
| dc.subject | 出國遊學 | zh_TW |
| dc.subject | 語言學習者個人概念 | zh_TW |
| dc.subject | 想像社群 | zh_TW |
| dc.subject | 個案研究 | zh_TW |
| dc.subject | study abroad | en_US |
| dc.subject | language learner identity | en_US |
| dc.subject | imagined community | en_US |
| dc.subject | case study | en_US |
| dc.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 | zh_TW |
| dc.title | Taking the very first overseas study trip: a case study on a junior high EFL learner’s identity change and challenges | en_US |
| dc.type | thesis | en |
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Identity work processes in the context of social movements: Clarifying the identity/movement nexus. In S. Stryker, T. J. Owens, \n& R. W. White (Eds.). Self, Identity, and Social Movements, (pp. 41-67). \nMinneapolis: University of Minnesota Press.\nTzeng, A. H. (曾安煌) (2006). The Case Study of a Junior High Students` Overseas Study Tour Abstract. Unpublished master’s thesis. National Taiwan Normal University.\nWeedon, C. (1987). Feminist practice and poststructural theory. London: Blackwell. \nWenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge, England: Cambridge University Press.\nWilkinson, S. (1998). Study abroad from the participants’ perspective: A challenge to common beliefs. Foreign Language Annals, 31(1), 23-39.\nYager, K. (1998). Learning Spanish in Mexico: The effect of informal contact and student attitudes on language gain. Hispania, 81, 898-913. | zh_TW |
| item.openairecristype | http://purl.org/coar/resource_type/c_46ec | - |
| item.languageiso639-1 | en_US | - |
| item.openairetype | thesis | - |
| item.grantfulltext | restricted | - |
| item.cerifentitytype | Publications | - |
| item.fulltext | With Fulltext | - |
| Appears in Collections: | 學位論文 | |
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