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題名 敘事探究英語學習者的情緒與學習投資
A narrative inquiry on an English learner`s emotions for learning investment
作者 邱兆文
Chiu, Chao-Wen
貢獻者 招靜琪
Chao, Chin-Chi
邱兆文
Chiu, Chao-Wen
關鍵詞 情緒
學習投資
敘事研究
Emotions
Learning investment
Narrative inquiry
日期 2018
上傳時間 27-Aug-2018 14:34:34 (UTC+8)
摘要 本篇論文藉由敘事研究方法，探討情緒在語言學習過程中所扮演的角色及所產生的影響。針對一名台灣英語教學研究生，探索該生在語言學習過程中所產生的情緒轉折，並試圖了解這些情緒對學習投資的衝擊。本研究欲填補的文獻空缺有兩個：（一）經由受訪者所敘述的情緒經驗，思索該生如何建構身分認同及學習投資；（二）檢視該生的情緒經驗與台灣社會的文化意識形態有何關聯。本研究提出三個研究問題核心，（一）英語學習的歷程中有哪些情緒轉折；（二）這些情緒如何產生，進而影響英語學習；（三）英語學習者的情緒經驗與台灣社會的文化意識形態有何關聯。
     
     本研究發現，該學習者的情緒與自發學習能力（agentive capacity）有著複雜之交互作用，其情緒不但關乎學習的自發性（agency）及自我身分認同，也牽動該生如何累積象徵性的資本（symbolic capital），例如該生從小自發性地學習英語並獲得父母的支持與鼓勵，但該生成年後卻必須勉強自己盡力完成父母對自身的職涯規劃。為充分理解英語學習者的情緒與學習投資，進一步探索該生在學習過程中，對父母、老師、同儕所產生的情緒，藉由與父母、老師、同儕的互動，該生察覺到其生活場域中（如家庭或學校）存在著不同的學習資本，體認到這些資本的可利用性（affordance），並轉化成有價值的事物，例如以英語成績滿足個人成就感或父母的期望。本研究結果也顯示了，身分認同對該生來說是種掙扎，一方面該生崇尚自發性的學習，而另一方受制於華人社會之意識形態，學習並非只為個人，也需滿足父母的期望，因此該生的身分認同也包含了努力成為一個好兒子，盡力達成父母對自身在學習上的期待。探索語言學習者之個人定位與社會期待之間的交互作用，除了有益於了解學習者的身分認同，也能清楚知道處於該社會體系中，意識形態如何支配著人際互動，例如親子、師生及同儕關係的維持。
     
     本研究提供兩個教學上的建議，第一，從語言學習者的情緒變化，可觀察該生的學習投資，因此該生若能意識到自身在學習過程中的所產生的情緒變化，有助於維持正向的情緒經驗及避免負面的情緒產生。第二，可將敘事融入課程，藉由學習者敘述自身之學習歷程，教師可深刻體認學習者的情緒變化與所遭遇，有益於發展良好之師生互動。
This narrative research inquires into the role of emotion in language learning and the impact of emotional conditions and experiences on a Taiwanese TESOL graduate student`s investment in learning. This study has two foci. First, the research aims at exploring how the learner`s identity and investment are negotiated via looking into his emotional experiences. Second, the research attempts to carefully take into consideration the sociocultural influences on the learner`s investment. Following such foci, research questions are generated with special emphasis on (a) what emotional states there are in the learner`s English learning experience; (b) how the learner`s emotions are engendered and influence language learning; (c) how the learner`s emotional experiences are linked to the sociocultural context of Taiwan.
     
     Results demonstrate a complex interplay between the learner`s emotions and his agentive capacity. The learner`s emotional states indicate the roles of his agency and identity in engaging with language learning, in accumulating symbolic capital, in making the endeavor, and in persevering in the endeavor. For a comprehensive understanding of the learner`s investment, the study looks into his temporal processes of learning that correspond to his unfolding emotions toward specific groups of people, i.e., parents, teachers and peers. Different types of capital are taken as they are perceived by the learner as affordances, and he transforms the capital into something that is regarded as valuable in different contexts (e.g., at home or at school). Results also show that the learner`s identity is a site of struggle between competing ideologies and imagined identities. His identity, as a “good” son and learner, is shaped by the cultural ideology in a Chinese society, which configures in him the idea of his rightful place in the family and at school, what he believes is expected of him, how he should develop appropriate relations with parents, teachers and peers.
     
     The current study provides two pedagogical suggestions. First, a learner`s emotions serve as a way he/she negotiates for learning investment, so being aware of his/her own emotions in the process of learning can help maintain or create positive learning experiences, and avoid or change negative ones. Second, the concept of narrative can be incorporated into curriculum so as to assist language educators to explore and understand a learner`s identity formation and his/her relationship with other people. Investment and resistance are two sides of the coin. Knowing a learner`s story may help create a pedagogically safe space.
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描述 博士
國立政治大學
英國語文學系
99551506
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0995515062
資料類型 thesis
dc.contributor.advisor 招靜琪zh_TW
dc.contributor.advisor Chao, Chin-Chien_US
dc.contributor.author (Authors) 邱兆文zh_TW
dc.contributor.author (Authors) Chiu, Chao-Wenen_US
dc.creator (作者) 邱兆文zh_TW
dc.creator (作者) Chiu, Chao-Wenen_US
dc.date (日期) 2018en_US
dc.date.accessioned 27-Aug-2018 14:34:34 (UTC+8)-
dc.date.available 27-Aug-2018 14:34:34 (UTC+8)-
dc.date.issued (上傳時間) 27-Aug-2018 14:34:34 (UTC+8)-
dc.identifier (Other Identifiers) G0995515062en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/119545-
dc.description (描述) 博士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) 99551506zh_TW
dc.description.abstract (摘要) 本篇論文藉由敘事研究方法，探討情緒在語言學習過程中所扮演的角色及所產生的影響。針對一名台灣英語教學研究生，探索該生在語言學習過程中所產生的情緒轉折，並試圖了解這些情緒對學習投資的衝擊。本研究欲填補的文獻空缺有兩個：（一）經由受訪者所敘述的情緒經驗，思索該生如何建構身分認同及學習投資；（二）檢視該生的情緒經驗與台灣社會的文化意識形態有何關聯。本研究提出三個研究問題核心，（一）英語學習的歷程中有哪些情緒轉折；（二）這些情緒如何產生，進而影響英語學習；（三）英語學習者的情緒經驗與台灣社會的文化意識形態有何關聯。
     
     本研究發現，該學習者的情緒與自發學習能力（agentive capacity）有著複雜之交互作用，其情緒不但關乎學習的自發性（agency）及自我身分認同，也牽動該生如何累積象徵性的資本（symbolic capital），例如該生從小自發性地學習英語並獲得父母的支持與鼓勵，但該生成年後卻必須勉強自己盡力完成父母對自身的職涯規劃。為充分理解英語學習者的情緒與學習投資，進一步探索該生在學習過程中，對父母、老師、同儕所產生的情緒，藉由與父母、老師、同儕的互動，該生察覺到其生活場域中（如家庭或學校）存在著不同的學習資本，體認到這些資本的可利用性（affordance），並轉化成有價值的事物，例如以英語成績滿足個人成就感或父母的期望。本研究結果也顯示了，身分認同對該生來說是種掙扎，一方面該生崇尚自發性的學習，而另一方受制於華人社會之意識形態，學習並非只為個人，也需滿足父母的期望，因此該生的身分認同也包含了努力成為一個好兒子，盡力達成父母對自身在學習上的期待。探索語言學習者之個人定位與社會期待之間的交互作用，除了有益於了解學習者的身分認同，也能清楚知道處於該社會體系中，意識形態如何支配著人際互動，例如親子、師生及同儕關係的維持。
     
     本研究提供兩個教學上的建議，第一，從語言學習者的情緒變化，可觀察該生的學習投資，因此該生若能意識到自身在學習過程中的所產生的情緒變化，有助於維持正向的情緒經驗及避免負面的情緒產生。第二，可將敘事融入課程，藉由學習者敘述自身之學習歷程，教師可深刻體認學習者的情緒變化與所遭遇，有益於發展良好之師生互動。		zh_TW
dc.description.abstract (摘要) This narrative research inquires into the role of emotion in language learning and the impact of emotional conditions and experiences on a Taiwanese TESOL graduate student`s investment in learning. This study has two foci. First, the research aims at exploring how the learner`s identity and investment are negotiated via looking into his emotional experiences. Second, the research attempts to carefully take into consideration the sociocultural influences on the learner`s investment. Following such foci, research questions are generated with special emphasis on (a) what emotional states there are in the learner`s English learning experience; (b) how the learner`s emotions are engendered and influence language learning; (c) how the learner`s emotional experiences are linked to the sociocultural context of Taiwan.
     
     Results demonstrate a complex interplay between the learner`s emotions and his agentive capacity. The learner`s emotional states indicate the roles of his agency and identity in engaging with language learning, in accumulating symbolic capital, in making the endeavor, and in persevering in the endeavor. For a comprehensive understanding of the learner`s investment, the study looks into his temporal processes of learning that correspond to his unfolding emotions toward specific groups of people, i.e., parents, teachers and peers. Different types of capital are taken as they are perceived by the learner as affordances, and he transforms the capital into something that is regarded as valuable in different contexts (e.g., at home or at school). Results also show that the learner`s identity is a site of struggle between competing ideologies and imagined identities. His identity, as a “good” son and learner, is shaped by the cultural ideology in a Chinese society, which configures in him the idea of his rightful place in the family and at school, what he believes is expected of him, how he should develop appropriate relations with parents, teachers and peers.
     
     The current study provides two pedagogical suggestions. First, a learner`s emotions serve as a way he/she negotiates for learning investment, so being aware of his/her own emotions in the process of learning can help maintain or create positive learning experiences, and avoid or change negative ones. Second, the concept of narrative can be incorporated into curriculum so as to assist language educators to explore and understand a learner`s identity formation and his/her relationship with other people. Investment and resistance are two sides of the coin. Knowing a learner`s story may help create a pedagogically safe space.		en_US
dc.description.tableofcontents Chinese Abstract...vi
     English Abstract...viii
     
     CHAPTER 1: INTRODUCTION...1
     The Puzzle of Language Learning Motivation...1
     An Identity Approach to Second Language Acquisition...4
     Conceptualizing Language Learner Identity in a Broader Context...6
     Identity and Investment...8
     Pursuing My PhD Study...11
     Approaching the Research Puzzle...13
     
     CHAPTER 2: LITERATURE REVIEW...15
     Forming the Theoretical Framework...15
     Affect in SLA...15
     Limitations of Motivation Theories in SLA...17
     SLA after the Social Turn...20
     Foci of the Identity Approach...22
     Learner Investment...24
     Identity and Investment of EFL Learners...27
     Emotions for Learning Investment...30
     The Theoretical Perspective of This Study...33
     The Epistemological and Ontological Stances Informing the Study...36
     Narrative Inquiry as a Research Approach...37
     Adopting Narrative Inquiry to Explore Learner Emotions and Investment...40
     This Narrative Study...43
     Definitions of Terms...44
     
     CHAPTER 3: METHODOLOGY...48
     Research Tradition...48
     Research Context...49
     The Participant...51
     Data Collection...53
     Written Narrative...53
     Storytelling...54
     Interviews...55
     From Field Texts to Research Texts...55
     Data Analysis...57
     Presenting Narrative Data...59
     
     CHAPTER 4: RESULTS...60
     Episode 1: Embarking on the Journey out of Curiosity...60
     Episode 2: Excitements about the Imagined Community...62
     Episode 3: Becoming an Independent Language Learner...66
     Episode 4: Feeling a Sense of Achievement at High School...67
     Episode 5: Mixed Feelings toward the Teenage Self...70
     Episode 6: The Depressing Ability Grouping Policy and the Influential Mentor at College...73
     Episode 7: A Shattered Dream...77
     Episode 8: Whose Dream to Pursue After All?...84
     
     CHAPTER 5: DISCUSSION...87
     Refocusing on the Research Questions...88
     Corresponding to Previous Research...103
     Assertions of the Study...105
     
     CHAPTER 6: CONCLUSION...110
     Reflecting on Issues of Learner Investment in Vic’s Story...110
     Suggestions of the Study...114
     Limitations and Suggestions for Future Research...115
     
     References...116
     
     Appendixes
     A. The Interview Protocol: Learner Emotions...136
     B. The Interview Protocol: Roles of Significant Others in the Process of Language learning...138		zh_TW
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0995515062en_US
dc.subject (關鍵詞) 情緒zh_TW
dc.subject (關鍵詞) 學習投資zh_TW
dc.subject (關鍵詞) 敘事研究zh_TW
dc.subject (關鍵詞) Emotionsen_US
dc.subject (關鍵詞) Learning investmenten_US
dc.subject (關鍵詞) Narrative inquiryen_US
dc.title (題名) 敘事探究英語學習者的情緒與學習投資zh_TW
dc.title (題名) A narrative inquiry on an English learner`s emotions for learning investmenten_US
dc.type (資料類型) thesisen_US
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dc.identifier.doi (DOI) 10.6814/DIS.NCCU.ENG.007.2018.A09-