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題名 探究小留學生經驗： 個案檢視小留學生橫跨各階段定位現象
Toward an understanding of early study abroad experiences: a case study on positioning process before, during, and after study abroad experience
作者 陳德愷
Chen, Te Kai
貢獻者 招靜琪
Chao, Chin Chi
陳德愷
Chen, Te Kai
關鍵詞 小留學生
英語學習經驗
定位理論
Early study abroad
English learning experience
Positioning
日期 2017
上傳時間 31-Jul-2017 10:53:23 (UTC+8)
摘要 本文旨在以學習者定位的角度切入，探討小留學生在求學各階段會遭遇到的優勢與挑戰。研究對象為兩位曾經於童年時期在加拿大求學的台灣小留學生，研究方法主要包含研究對象所撰寫之英語學習歷程、口述英語學習歷程與半結構式訪談，目的在於了解研究對象在人生各階段的經歷、自我定位與他者定位，透過「整體 — 內容」分析法，研究結果顯示小留學生在回到母國之後，經常受到他者的正向定位，因而獲得許多優勢，如獲得許多師長、同儕的讚揚、較多參與英語相關活動機會、英語課上獲得老師特別給予的自由、以及在面對大學與研究所課業上相對較少的負擔。而這些小留學生享有的特權也與台灣「英語瘋」的現象息息相關。不過這些小留學生也面臨許多挑戰，如在出國初期遭遇許多語言障礙產生的挫折、回台灣後相當不適應以考試為導向的教學、人際關係上遭遇挫折與國文科目的挑戰。同時交叉分析個案後，顯示出家長在確保小留學生未來學習順利與否，扮演相當關鍵的角色。最後於文末提出給予老師、家長與小留學生的建議，以及未來研究建議方向。
This study aims to reveal the advantages and challenges that early study abroad students face through exploring the positioning of two Taiwanese students who studied abroad at a young age at different stages of their lives. The study adopts a qualitative research method with written narratives, oral narratives and semi-structured interviews as data and the data collected is analyzed using a holistic-content approach. The research findings indicate that the two early study abroad students positioned themselves and were positioned positively after they returned to their own country and enjoyed various privileges, such as peers’ admiration and teacher’s encouragement for their superior English skills, ample opportunities to participate in many English-related activities in school, freedom granted by teachers in English classes, and less schoolwork burden in university or graduate school. Nevertheless, the participants also face unique challenges. Both of the participants suffer from great frustration at the beginning of their study abroad experiences and were not used to the test-oriented English education after returning to Taiwan. In Jessica’s case, difficulties in learning the Chinese subject and troubled interpersonal relationships also existed. The findings also reveal the importance of parents’ role in facilitating these early study abroad students’ sustained English development. Suggestions for teachers, parents, early study abroad students and implications for future research are provided at the end of the thesis.
參考文獻 Carspecken, P. F. (1996). Critical ethnography in educational research: A theoretical and practical guide. New York: Routledge.
Carter, B., & Sealey, A. (2000). Language, structure and agency: what can realist social theory offer to sociolinguistics? Journal of Sociolinguistics, 4 (1), 3-20.
Daly, K. (1992) Parenthood as problematic: insider interviews with couples seeking to adopt. In Gilgun. J. F., Daly. K. & Handel. G. (Eds.). Qualitative Methods in Family Research. Newbury Park, CA: Sage, 103–125.
Davidson, D. E. (2007). Study abroad and outcomes measurements: The case of Russian. Modern Language Journal, 91, 276–280.
Davies, B. (2000). A body of writing, 1990-1999. Walnut Creek: AltaMira Press,U.S.
Davies, B., & Harre , R. (1999). Positioning and personhood. In R. Harre , & L. v. Langenhove (Eds.), Positioning theory (pp. 32-52). Wiley-Blackwell.
Devine, D. (2009). “Mobilising Capitals?” Migrant children’s Negotiation of Their Everyday Lives in school’, British Journal of Sociology of Education, 30 (5): 521–535.
Duff, P. (2008). Case study research in applied linguistics. New York: Lawrence Erlbaum Associates.
Epstein, J. L., Simon, B. S., & Salinas, K. C. (1997). Involving parents in homework in the middle grades. Research Bulletin ,18, Bloomington, IN: Phi Delta Kappan/Center for Evaluation, Development and Research.
Flowerdew, J., & Miller, L. (1995). On the notion of culture in L2 lectures. TESOL quarterly, 29(2), 345-373.
Freed, B. (1995). What makes us think that students who study abroad become fluent? In B. Freed (Ed.), Second language acquisition in a study abroad context (pp. 123-148). Philadelphia: John Benjamins Publishing Company.
Giroux, H. (2011). On critical pedagogy. New York, NY: Continuum.
Gutman, L. M., & Midgley, C. (2000). The role of protective factors in supporting the academic achievement of poor African American students during the middle school transition. Journal of Youth and Adolescence, 29, 223-248.
Harré, R. (2012). Positioning theory: moral dimensions of social-cultural psychology. In J. Valsiner (ed.) The Oxford Handbook of Culture and Psychology. New York: Oxford University, pp. 191–206.
Harré, R., Moghaddam, F., Pilkerton Cairnie, T., Rothbart, D., & Sabat, S. (2009). Recent advances in positioning theory. Theory and Psychology, 19(1): 5-31.
Harré , R., & Slocum, N. (2003). Disputes as complex social events: the uses of positioning theory. In R. Harre , & F. Moghaddam (Eds.), The self and others (pp. 123-136). Westport, CT: Praeger.
Harré , R. (2015). Positioning Theory. The International Encyclopedia of Language and Social Interaction. 1-9.
Kang, J., & Abelmann, N. (2011). The Domestication of South Korean Pre-College Study Abroad in the First Decade of the Millennium. Journal of Korean Studies,16(1), 89-118.
Kayi-Aydar, H. (2014). `He`s the Star!`: Positioning as a Tool of Analysis to Investigate Agency and Access to Learning Opportunities in a Classroom Environment. In P. Deters, X. Gao, E. R. Millers, & G. Vitanova (Eds.), Theorizing and Analyzing Agency in Second Language Learning: Interdisciplinary Approaches (Vol. 84, Second Language Acquisition). Multilingual Matters.
Kim, H. J., & Okazaki, S. (2014). Navigating the cultural transition alone: Psychosocial adjustment of Korean early study abroad students. Cultural Diversity & Ethnic Minority Psychology, 20(2), 244-253.
Kim, T. (2014). A Qualitative Inquiry into the Life Experiences of Unaccompanied Korean Adolescents in the United States. The Qualitative Report, 19, 1-22.
Korobov, N., & Bamberg, M. (2004). Positioning a ‘mature’ self in interactive practices: how adolescent males negotiate ‘physical attraction’ in group talk. British Journal of Development Psychology, 22, 471-492.
Krashen, S. (1985). The Input Hypothesis: Issues and implications. Beverly Hills, CA: Laredo Publishing Company.
Kung, C. C. (2009). The comparison of American and Taiwanese parents’ expectations of their children learning a second/foreign language. (Unpublished master’s thesis). Indiana University South Bend, South Bend, Indiana.
Lafford, B. A. (1995). Getting into, through, and out of a survival situation: A comparison of communicative strategies used by students studying Spanish. In B. Freed (Ed.), Second language acquisition in a study abroad context (pp. 97-121). Philadelphia: John Benjamins.
Laubscher, M. R. (1994). Encounters with Difference: Student Perceptions of the Role of Out-of-Class Experiences in Education Abroad. NY: Greenwood Press
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Lee, M. W. (2016). Early Study-Abroad and Identities Korean Early Study-Abroad Undergraduates. Singapore: Springer Singapore.
Lee, M. W. (2015). Transnational English Learning Experiences and the Trajectory of Ethnic Identity: Korean Early Study Abroad Undergraduates and Their Parents. Asia-Pacific Education Researcher, 24(4), 645–655.
Llanes, A. (2012). The Short- and Long-Term Effects of a Short Study Abroad Experience: The Case of Children. System: An International Journal Of Educational Technology And Applied Linguistics, 40(2), 179-190.
Liao, B. X. (廖柏森) (2005). 從後殖民主義觀點看台灣學習英語的熱潮。[Observing the trend of learning English in Taiwan from a post-colonial point of view] 《英語教育電子月刊》, 20, 31-40.
Lieblich, A., Tuval-Mashiach, R., & Zilber, T. (1998). Narrative research: Reading, analysis and interpretation (Vol. 47) London: Sage.
Lord, G. (2006). Defining the indefinable: Study abroad and phonological memory abilities. In C. A. Klee & T. L. Face (Eds.), Selected proceedings of the 7th conference on the acquisition of Spanish and Portuguese as first and second languages (pp. 40-46). Somerville, MA: Cascadilla.
Martinsen, R. (2008). Short-term study abroad: predicting changes in oral skills. Foreign Language Annuals, 43 (3), 504-530.
Martinsen, R. (2011). Predicting changes in cultural sensitivity among students of Spanish during short-term study abroad. Hispania, 94 (1), 121-141.
Menard-Warwick, J. (2008). “Because she made the beds. Every day.”: social positioning, classroom discourse, and language learning. Applied Linguistics, 29(2), 267-289.
Mercer, S. (2011). Towards an understanding of language learner self-concept. Dordrecht, Springer.
Miller, L., & Ginsberg, R. B. (1995). Folk linguistic theories of language learning. In B. F. Freed (Ed.), Second language acquisition in a study abroad context (pp. 294-315). Amsterdam: Benjamins.
Polanyi, L. (1995). Language learning and living abroad: Stories from the field. In B. F. Freed (Ed.), Second language acquisition in a study abroad context (pp. 271-291). Amsterdam: John Benjamins.
Pufahl, I., Rhodes, N. C., Christian, D., & ERIC Clearinghouse on Languages and Linguistics, W. D. (2001). What We Can Learn from Foreign Language Teaching in Other Countries. ERIC Digest.
Rex, L., & Schiller, L. (2009). Using discourse analysis to improve classroom interaction. New York: Routledge.
Segalowitz, N., & Freed, B. F. (2004). Context, contact, and cognition in oral fluency acquisition. Studies in Second Language Acquisition, 26, 173-199.
Senechal, M., & LeFevre, J. (2002). Parental involvement in the development of children’s reading skill: A five-year longitudinal study. Child Development, 73, 445-460.
Shi, Z. F. (施正鋒) (2002). 各國語言政策:多元文化與族群平等。[The Language Policy in Different Countries: Culture Diversity and Ethnic Group Equality] 台北:前衛。
Kang, J., & Abelmann, N. (2011). The Domestication of South Korean Pre-College Study Abroad in the First Decade of the Millennium. Journal of Korean Studies,16(1), 89-118.
Siegal, M. (1995). Individual differences and study abroad: Women learning Japanese in Japan. In B. F. Freed (Ed.), Second language acquisition in a study abroad context (pp. 225-243). Philadelphia: John Benjamins.
Søreide, G. E. (2006). Narrative construction of teacher identity: positioning and negotiation. Teachers and Teaching: Theory and Practice, 12(5), 527-547.
Stake, R. E. (2000). The case study method in social inquiry. In: Gomm, R., Hammersley, M., Foster, P. (Eds.), Case Study Method. Sage, London, pp. 19-26.
Swetnam, D. (2007). Writing your Dissertation: How to plan, prepare and present your work successfully. Oxford: How to Books.
Thomas, G. (2011). A typology for the case study in social science following a review of definition, discourse, and structure. Qualitative inquiry, 17(6), 511-521.
Van Dyke, T. A. (1993). Principles of critical discourse analysis. Discourse and Societv. 4 (2). 249-283.
van Langenhove, L., & Harre , R. (1999). Introducing positioning theory. In R. Harre , & L. van Langenhove (Eds.), Positioning theory. Blackwell: Oxford.
van Lier, L. (2011). Language learning: An ecological-semiotic approach. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning Volume II (pp. 383-394). New York: Routledge.
Wilkinson, S. (1998). Study abroad from the participants’ perspective: A challenge to common beliefs. Foreign Language Annals, 31(1), 23-39.
Wang, W. L. (王瑋蓮) (2009). 小留學生的美麗與哀愁-回流人口的適應與認同。 [To be or Not to be - The dilemma of Returning Immigrants] (Unpublished master’s dissertation). National Taiwan University, Taipei, Taiwan.
Wu, X. Q. (吳雪綺) (2008). 從解構台灣英語崇拜現象建構批判教育學之英語教學模式。[Constructing a Mode of English Critical Pedagogy from Decomposing The Phenomenon of English Mania in Taiwan] 國立臺灣師範大學教育學系博士論文，台北。
Wu, Y. H. (2013). Taking the very first overseas study trip: a case study on a junior high EFL learner’s identity change and challenges. (master’s dissertation). National Chengchi University, Taipei, Taiwan.
Yager, K. (1998). Learning Spanish in Mexico: The effect of informal contact and student attitudes on language gain. Hispania, 81, 898-913. 
描述 碩士
國立政治大學
英國語文學系
102551016
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0102551016
資料類型 thesis
dc.contributor.advisor 招靜琪zh_TW
dc.contributor.advisor Chao, Chin Chien_US
dc.contributor.author (Authors) 陳德愷zh_TW
dc.contributor.author (Authors) Chen, Te Kaien_US
dc.creator (作者) 陳德愷zh_TW
dc.creator (作者) Chen, Te Kaien_US
dc.date (日期) 2017en_US
dc.date.accessioned 31-Jul-2017 10:53:23 (UTC+8)-
dc.date.available 31-Jul-2017 10:53:23 (UTC+8)-
dc.date.issued (上傳時間) 31-Jul-2017 10:53:23 (UTC+8)-
dc.identifier (Other Identifiers) G0102551016en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/111431-
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) 102551016zh_TW
dc.description.abstract (摘要) 本文旨在以學習者定位的角度切入，探討小留學生在求學各階段會遭遇到的優勢與挑戰。研究對象為兩位曾經於童年時期在加拿大求學的台灣小留學生，研究方法主要包含研究對象所撰寫之英語學習歷程、口述英語學習歷程與半結構式訪談，目的在於了解研究對象在人生各階段的經歷、自我定位與他者定位，透過「整體 — 內容」分析法，研究結果顯示小留學生在回到母國之後，經常受到他者的正向定位，因而獲得許多優勢，如獲得許多師長、同儕的讚揚、較多參與英語相關活動機會、英語課上獲得老師特別給予的自由、以及在面對大學與研究所課業上相對較少的負擔。而這些小留學生享有的特權也與台灣「英語瘋」的現象息息相關。不過這些小留學生也面臨許多挑戰，如在出國初期遭遇許多語言障礙產生的挫折、回台灣後相當不適應以考試為導向的教學、人際關係上遭遇挫折與國文科目的挑戰。同時交叉分析個案後，顯示出家長在確保小留學生未來學習順利與否，扮演相當關鍵的角色。最後於文末提出給予老師、家長與小留學生的建議，以及未來研究建議方向。zh_TW
dc.description.abstract (摘要) This study aims to reveal the advantages and challenges that early study abroad students face through exploring the positioning of two Taiwanese students who studied abroad at a young age at different stages of their lives. The study adopts a qualitative research method with written narratives, oral narratives and semi-structured interviews as data and the data collected is analyzed using a holistic-content approach. The research findings indicate that the two early study abroad students positioned themselves and were positioned positively after they returned to their own country and enjoyed various privileges, such as peers’ admiration and teacher’s encouragement for their superior English skills, ample opportunities to participate in many English-related activities in school, freedom granted by teachers in English classes, and less schoolwork burden in university or graduate school. Nevertheless, the participants also face unique challenges. Both of the participants suffer from great frustration at the beginning of their study abroad experiences and were not used to the test-oriented English education after returning to Taiwan. In Jessica’s case, difficulties in learning the Chinese subject and troubled interpersonal relationships also existed. The findings also reveal the importance of parents’ role in facilitating these early study abroad students’ sustained English development. Suggestions for teachers, parents, early study abroad students and implications for future research are provided at the end of the thesis.en_US
dc.description.tableofcontents Acknowledgements ii
Chinese Abstract v
English Abstract vi
Chapter
1. Introduction 1
2. Literature Review 3
Positioning 3
Study Abroad 5
3. Methodology 11
Participants 12
Data Collection 13
Data Analysis 15
4. Findings 17
Case profile: Jessica 17
Jessica’s positioning 32
Case profile: Lisa 37
Lisa’s positioning 53
5. Cross-Case Analysis and Discussion 59
Research Question One 59
Research Question Two 65
6. Conclusion 71
Summary of the Study 71
Pedagogical Implications 72
Suggestions 74
Limitations 75
Conclusion 77
References 78
Appendices 86
Appendix A: Interview Protocol 86
Appendix B: Consent Form 89 		zh_TW
dc.format.extent 1162630 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0102551016en_US
dc.subject (關鍵詞) 小留學生zh_TW
dc.subject (關鍵詞) 英語學習經驗zh_TW
dc.subject (關鍵詞) 定位理論zh_TW
dc.subject (關鍵詞) Early study abroaden_US
dc.subject (關鍵詞) English learning experienceen_US
dc.subject (關鍵詞) Positioningen_US
dc.title (題名) 探究小留學生經驗： 個案檢視小留學生橫跨各階段定位現象zh_TW
dc.title (題名) Toward an understanding of early study abroad experiences: a case study on positioning process before, during, and after study abroad experienceen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Carspecken, P. F. (1996). Critical ethnography in educational research: A theoretical and practical guide. New York: Routledge.
Carter, B., & Sealey, A. (2000). Language, structure and agency: what can realist social theory offer to sociolinguistics? Journal of Sociolinguistics, 4 (1), 3-20.
Daly, K. (1992) Parenthood as problematic: insider interviews with couples seeking to adopt. In Gilgun. J. F., Daly. K. & Handel. G. (Eds.). Qualitative Methods in Family Research. Newbury Park, CA: Sage, 103–125.
Davidson, D. E. (2007). Study abroad and outcomes measurements: The case of Russian. Modern Language Journal, 91, 276–280.
Davies, B. (2000). A body of writing, 1990-1999. Walnut Creek: AltaMira Press,U.S.
Davies, B., & Harre , R. (1999). Positioning and personhood. In R. Harre , & L. v. Langenhove (Eds.), Positioning theory (pp. 32-52). Wiley-Blackwell.
Devine, D. (2009). “Mobilising Capitals?” Migrant children’s Negotiation of Their Everyday Lives in school’, British Journal of Sociology of Education, 30 (5): 521–535.
Duff, P. (2008). Case study research in applied linguistics. New York: Lawrence Erlbaum Associates.
Epstein, J. L., Simon, B. S., & Salinas, K. C. (1997). Involving parents in homework in the middle grades. Research Bulletin ,18, Bloomington, IN: Phi Delta Kappan/Center for Evaluation, Development and Research.
Flowerdew, J., & Miller, L. (1995). On the notion of culture in L2 lectures. TESOL quarterly, 29(2), 345-373.
Freed, B. (1995). What makes us think that students who study abroad become fluent? In B. Freed (Ed.), Second language acquisition in a study abroad context (pp. 123-148). Philadelphia: John Benjamins Publishing Company.
Giroux, H. (2011). On critical pedagogy. New York, NY: Continuum.
Gutman, L. M., & Midgley, C. (2000). The role of protective factors in supporting the academic achievement of poor African American students during the middle school transition. Journal of Youth and Adolescence, 29, 223-248.
Harré, R. (2012). Positioning theory: moral dimensions of social-cultural psychology. In J. Valsiner (ed.) The Oxford Handbook of Culture and Psychology. New York: Oxford University, pp. 191–206.
Harré, R., Moghaddam, F., Pilkerton Cairnie, T., Rothbart, D., & Sabat, S. (2009). Recent advances in positioning theory. Theory and Psychology, 19(1): 5-31.
Harré , R., & Slocum, N. (2003). Disputes as complex social events: the uses of positioning theory. In R. Harre , & F. Moghaddam (Eds.), The self and others (pp. 123-136). Westport, CT: Praeger.
Harré , R. (2015). Positioning Theory. The International Encyclopedia of Language and Social Interaction. 1-9.
Kang, J., & Abelmann, N. (2011). The Domestication of South Korean Pre-College Study Abroad in the First Decade of the Millennium. Journal of Korean Studies,16(1), 89-118.
Kayi-Aydar, H. (2014). `He`s the Star!`: Positioning as a Tool of Analysis to Investigate Agency and Access to Learning Opportunities in a Classroom Environment. In P. Deters, X. Gao, E. R. Millers, & G. Vitanova (Eds.), Theorizing and Analyzing Agency in Second Language Learning: Interdisciplinary Approaches (Vol. 84, Second Language Acquisition). Multilingual Matters.
Kim, H. J., & Okazaki, S. (2014). Navigating the cultural transition alone: Psychosocial adjustment of Korean early study abroad students. Cultural Diversity & Ethnic Minority Psychology, 20(2), 244-253.
Kim, T. (2014). A Qualitative Inquiry into the Life Experiences of Unaccompanied Korean Adolescents in the United States. The Qualitative Report, 19, 1-22.
Korobov, N., & Bamberg, M. (2004). Positioning a ‘mature’ self in interactive practices: how adolescent males negotiate ‘physical attraction’ in group talk. British Journal of Development Psychology, 22, 471-492.
Krashen, S. (1985). The Input Hypothesis: Issues and implications. Beverly Hills, CA: Laredo Publishing Company.
Kung, C. C. (2009). The comparison of American and Taiwanese parents’ expectations of their children learning a second/foreign language. (Unpublished master’s thesis). Indiana University South Bend, South Bend, Indiana.
Lafford, B. A. (1995). Getting into, through, and out of a survival situation: A comparison of communicative strategies used by students studying Spanish. In B. Freed (Ed.), Second language acquisition in a study abroad context (pp. 97-121). Philadelphia: John Benjamins.
Laubscher, M. R. (1994). Encounters with Difference: Student Perceptions of the Role of Out-of-Class Experiences in Education Abroad. NY: Greenwood Press
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Lee, M. W. (2016). Early Study-Abroad and Identities Korean Early Study-Abroad Undergraduates. Singapore: Springer Singapore.
Lee, M. W. (2015). Transnational English Learning Experiences and the Trajectory of Ethnic Identity: Korean Early Study Abroad Undergraduates and Their Parents. Asia-Pacific Education Researcher, 24(4), 645–655.
Llanes, A. (2012). The Short- and Long-Term Effects of a Short Study Abroad Experience: The Case of Children. System: An International Journal Of Educational Technology And Applied Linguistics, 40(2), 179-190.
Liao, B. X. (廖柏森) (2005). 從後殖民主義觀點看台灣學習英語的熱潮。[Observing the trend of learning English in Taiwan from a post-colonial point of view] 《英語教育電子月刊》, 20, 31-40.
Lieblich, A., Tuval-Mashiach, R., & Zilber, T. (1998). Narrative research: Reading, analysis and interpretation (Vol. 47) London: Sage.
Lord, G. (2006). Defining the indefinable: Study abroad and phonological memory abilities. In C. A. Klee & T. L. Face (Eds.), Selected proceedings of the 7th conference on the acquisition of Spanish and Portuguese as first and second languages (pp. 40-46). Somerville, MA: Cascadilla.
Martinsen, R. (2008). Short-term study abroad: predicting changes in oral skills. Foreign Language Annuals, 43 (3), 504-530.
Martinsen, R. (2011). Predicting changes in cultural sensitivity among students of Spanish during short-term study abroad. Hispania, 94 (1), 121-141.
Menard-Warwick, J. (2008). “Because she made the beds. Every day.”: social positioning, classroom discourse, and language learning. Applied Linguistics, 29(2), 267-289.
Mercer, S. (2011). Towards an understanding of language learner self-concept. Dordrecht, Springer.
Miller, L., & Ginsberg, R. B. (1995). Folk linguistic theories of language learning. In B. F. Freed (Ed.), Second language acquisition in a study abroad context (pp. 294-315). Amsterdam: Benjamins.
Polanyi, L. (1995). Language learning and living abroad: Stories from the field. In B. F. Freed (Ed.), Second language acquisition in a study abroad context (pp. 271-291). Amsterdam: John Benjamins.
Pufahl, I., Rhodes, N. C., Christian, D., & ERIC Clearinghouse on Languages and Linguistics, W. D. (2001). What We Can Learn from Foreign Language Teaching in Other Countries. ERIC Digest.
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