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題名 權力關係與話語權：以質性個案研究探索一位成年學習者之英語學習投資
Power Relations and the Right to Speak: A qualitative case study on an adult learner`s English learning investment
作者 陳威鴻
Chen, Wei-Hung
貢獻者 招靜琪
Chao, Chin-Chi
陳威鴻
Chen, Wei-Hung
關鍵詞 權力關係
英語投資
話語權
敘事研究
Power relations
English investment
The right to speak
Narrative study
日期 2019
上傳時間 7-八月-2019 15:43:47 (UTC+8)
摘要 本研究旨在探索一名台灣高階政府官員Chad之英語學習投資是如何建構，並以權力關係的角度了解他與其他英語使用者之互動，和他在社會參與中如何主張話語權。研究方法遵循質性研究傳統，以深度敘事和半結構式訪談蒐集資料，加上Chad與研究者在私人家教課中的非正式談話。首先在敘事訪談中邀請Chad針對自己的英語學習歷程以及英語在生活中的使用機會與狀況進行口述，最後進行半結構式的後續訪談。以Darvin與 Norton (2015)的語言學習投資框架為分析基礎之下，綜合各方資料結果顯示：(1)Chad在人生各個階段做出英語學習的投資目的是為了重構並且鞏固自我概念；(2)社會的意識形態會對Chad的英語投資具有正面及負面的衝擊；(3)學習者對有限資本的認定價值若為正向將成為英語投資的助力。此外，Chad與其他英語使用者之權力關係顯示為不對等，導致他消極進行社會參與以及一連串的自我概念探索。再者，Chad經常藉由自身對不同族群的刻板印象及文化偏見來主張自己的英文話語權。文末根據研究結果給予教學建議和未來研究方向。
The present study aims to explore how English investment is constructed by a Taiwanese high-ranking government official, how power relations interact with social encounters and how the participant claims his right to speak. Complying with the tradition of qualitative study, data are collected through in-depth narratives, a follow-up semi-structured interviews and informal conversations during weekly tutoring sessions with the participant. Drawing on Darvin and Norton’s (2015) model of investment as the analytical framework, the findings show that: (1) English investments are made to reframe and secure the participant’s identities in different life stages; (2) ideologies in a society can contribute to positive and negative impact to the learner’s English investments; (3) learners’ positive perception to limited capitals can be a conducive force to investments. Moreover, the findings indicate unequal power relations between the participant and other English-speaking individuals lead to series of identity negotiations. It is also found that the participant claims his right to speak in light of prevailing stereotypes and cultural bias. Pedagogical implications and suggestions for future studies are provided.
參考文獻 Baker, W. (2009). The cultures of English as a lingua franca. TESOL Quarterly, 43, 567-592.
Bakhtin, M. M. (1981). The dialogic of imagination: Four essays. Austin: University of Texas Press.
Bourdieu, P. (1986). The forms of capital, in J. F. Richardson (ed), Handbook of theory and research for the sociology of education, New York, Greenwood Press, p. 241-58.
Bourdieu, P. (1997). The economics of linguistic exchanges. Social Sciences Information, 16(6), 645-668.
Bruner, J. S., & Hunt, C. (1987). Life as narrative. Social Research, 54, 11-32.
Byram, M. (1997). A Model for Intercultural Communicative Competence. Teaching and assessing intercultural communicative competence. pp. 31-55.
Canagarajah, S. (2007). Lingua franca English, multilingual communities, and language acquisition. The modern Language Journal, 91, 923-939.
Chang, Y. (2011). Picking one’s battle: NNES doctoral students’ imagined communities and selections of investment. Journal of Language, Identity, and Education, 10, 213-230.
Changpueng, P., & Pattanapichet, F. (2015). An Analysis of English in the Workplace: The Needs of Engineers in Writing in English. Silpakorn University Journal of Social Sciences, Humanities, and Arts, 15(3), 151-176.
Cook, V. (1999), Going beyond the native speaker in language teaching. TESOL Quarterly, 33, 185-209.
Crystal, D. (2003). English as a global language. Cambridge: Cambridge University Press.
Darvin, R. & Bonny, B. (2015). Identity and a model of investment in applied linguistics. Annual Review of Applied Linguistics, 35, 36-56.
Davies, A. (2003). The native speaker: Myth and reality. Clevedon, UK: Multilingual Matters.
Davies, B., & Harre, R. (1999). Positioning: The discursive production of selves. Journal for the Theory of Social Behavior, 20, 43-63
Duff, P. (2012). Identity, agency, and second language acquisition. In S. M. Gass & A. Mackey (Eds), The Routledge handbook of second language acquisition (pp. 410-441). London, UK: Routledge.
Haghighi, F. M., & Norton, B. (2017). The role of English language institutes in Iran. TESOL Quarterly, 51(2), 428-438.
Heigham, J. (2011). Qualitative research in applied linguistics: A practical introduction. Basingstoke: Palgrave Macmillan.
Holmes, J. (2005). When small talk is a big deal: Sociolinguistic challenges in the workplace. Second language needs analysis, 344-372.
Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learner-Centered Approach. Cambridge: Cambridge University Press.
Jenkins, J. (2006). Current perspectives on teaching world englishes and English as a lingua franca. TESOL Quarterly, 40, 157-181.
Jenkins, J. (2007). English as lingua franca: Attitude and identity. Oxford, UK: Oxford University Press.
Kobayashi, Y. (2002). The role of gender in foreign language learning attitude: Japanese female students’ attitude English learning. Gender and Education, 14(2): 181-97.
Rampton, B. (1990). Displacing the “native speaker”: Expertise, affiliation and inheritance. ELT Journal, 44, 97-101.
Kachru, B. B. (1990). The alchemy of English: The spread, functions, and models of non-native English. Champaign, IL: University of Illinois Press.
Kachru, B. B. (2005). Asian Englishes: Beyond the canon. New Delhi, India: Oxford University Press.
Ke, I, C. (2012). ELF in international communication: Findings from ELF online projects and implications for EFT in Taiwan. Taiwan Journal of TESOL, 9, 63-93.
Kvale, S. (1996). InterViews: An introduction to qualitative research interviewing. Thousand Oaks, CA: Sage.
Kvale, S. (2003). The psychoanalytic interview as inspiration for qualitative research. In P. M. Camic, J. E. Rhodes, & L. Yardley (Eds.), Qualitative research in psychology (pp. 275-297). Washington, DC: American Psychological Association.
Lieblich, A., Tuval-Mashiach, R., & Zilber, T. (1998). Narrative research reading, analysis and interpretation. Thousand Oaks, CA: SAGE.
McKay, S. (2002). Teaching English as an international language: Rethinking goals and approaches. Oxford: Oxford University Press.
Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL. Quarterly, 29(1), 9-31
Norton, B. (Ed). (1997). Language and identity [Special issue]. TESOL Quarterly, 31(3).
Norton, B. (2000). Identity and language learning: Gender, ethnicity, and educational change. Harlow, UK: Longman/Pearson Education.
Norton, B. (2013). Identity and language learning: Extending the conversation. Bristol, UK: Multilingual Matters.
Norton, B. (2015). Identity, investment, and faces of English internationally. Chinese Journal of Applied Linguistics, 38, 4, 375-391.
Norton, B., Jones, S., & Ahimbisibwe, D. (2011). Learning about HIV/AIDS in Uganda: Digital resources and language learner identities. Canadian Modern Language Review/ La Revue Canadienne des Langues Vivantes, 67(4), 568-589.
Norton, B., & McKinney, C. (2011). An identity approach to second language acquisition. In D. Atkin-son (ed)., Alternative approaches to second language acquisition (pp. 73-94). New York, NY: Routledge.
Norton, B., & Toohey, K. (2011). Identity, language learning, and social change. Language Teaching, 44, 412-446.
Norton, B., & Vanderheyden, K. (2004). Comic book culture and second language learners. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 201-221). New York: Cambridge University Press.
Pavlenko, A., & Norton, B. (2007). In J. Cummins & C. Davison (Eds.), Imagined communities, identity, and English language learning. In International handbook of English language teaching (pp. 669-680). Springer USA.
Rubin, S., & Lee, A. S. (2002). Using a positivist case research methodology to test three competing theories-in-use of business process redesign. Journal of the Association for Information Systems, 2(7), 1-72.
Spence, P., & Liu, G. Z. (2013). Engineering English and the high-tech industry: A case study of an English needs analysis of process integration engineers at a semiconductor manufacturing company in Taiwan. English for specific purposes, 32(2), 97-109.
Wu, R. Y. F., & Chin, J. S. (2010). An investigation into the English language needs. of banking and finance professionals in Taiwan. In Proceedings of the 12th Academic Forum on English Language Testing in Asia, Taipei (pp. 73-87).
Wu, H. Y. (2017). Imagined identity and investment in L2 learning. Taiwan Journal of TESOL, 14.2, 101-133.
Yin, R. K. (2003). Case study research: Design and methods. London: Sage.
描述 碩士
國立政治大學
英國語文學系
1055510011
資料來源 http://thesis.lib.nccu.edu.tw/record/#G1055510011
資料類型 thesis
dc.contributor.advisor 招靜琪zh_TW
dc.contributor.advisor Chao, Chin-Chien_US
dc.contributor.author (作者) 陳威鴻zh_TW
dc.contributor.author (作者) Chen, Wei-Hungen_US
dc.creator (作者) 陳威鴻zh_TW
dc.creator (作者) Chen, Wei-Hungen_US
dc.date (日期) 2019en_US
dc.date.accessioned 7-八月-2019 15:43:47 (UTC+8)-
dc.date.available 7-八月-2019 15:43:47 (UTC+8)-
dc.date.issued (上傳時間) 7-八月-2019 15:43:47 (UTC+8)-
dc.identifier (其他 識別碼) G1055510011en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/124624-
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) 1055510011zh_TW
dc.description.abstract (摘要) 本研究旨在探索一名台灣高階政府官員Chad之英語學習投資是如何建構，並以權力關係的角度了解他與其他英語使用者之互動，和他在社會參與中如何主張話語權。研究方法遵循質性研究傳統，以深度敘事和半結構式訪談蒐集資料，加上Chad與研究者在私人家教課中的非正式談話。首先在敘事訪談中邀請Chad針對自己的英語學習歷程以及英語在生活中的使用機會與狀況進行口述，最後進行半結構式的後續訪談。以Darvin與 Norton (2015)的語言學習投資框架為分析基礎之下，綜合各方資料結果顯示：(1)Chad在人生各個階段做出英語學習的投資目的是為了重構並且鞏固自我概念；(2)社會的意識形態會對Chad的英語投資具有正面及負面的衝擊；(3)學習者對有限資本的認定價值若為正向將成為英語投資的助力。此外，Chad與其他英語使用者之權力關係顯示為不對等，導致他消極進行社會參與以及一連串的自我概念探索。再者，Chad經常藉由自身對不同族群的刻板印象及文化偏見來主張自己的英文話語權。文末根據研究結果給予教學建議和未來研究方向。zh_TW
dc.description.abstract (摘要) The present study aims to explore how English investment is constructed by a Taiwanese high-ranking government official, how power relations interact with social encounters and how the participant claims his right to speak. Complying with the tradition of qualitative study, data are collected through in-depth narratives, a follow-up semi-structured interviews and informal conversations during weekly tutoring sessions with the participant. Drawing on Darvin and Norton’s (2015) model of investment as the analytical framework, the findings show that: (1) English investments are made to reframe and secure the participant’s identities in different life stages; (2) ideologies in a society can contribute to positive and negative impact to the learner’s English investments; (3) learners’ positive perception to limited capitals can be a conducive force to investments. Moreover, the findings indicate unequal power relations between the participant and other English-speaking individuals lead to series of identity negotiations. It is also found that the participant claims his right to speak in light of prevailing stereotypes and cultural bias. Pedagogical implications and suggestions for future studies are provided.en_US
dc.description.tableofcontents ACKNOWLEDGEMENTS v
CHINESE ABSTRACT ix
ENGLISH ABSTRACT x
CHAPTER ONE: INTRODUCTION 1
CHAPTER TWO: LITEATURE 3
Adult Learners’ Needs and Challenges 3
Investment, Power Relations and the Right to Speak 4
Darvin and Norton’s Model of Investment 7
Identity 7
Capital 8
Ideology 9
Positioning 10
Affordance 11
Systemic Pattern of Control 12
CHAPTER THREE: METHODOLOGY 15
Participant and Research Context 15
Data Collection 17
Narratives 17
Informal Conversations 18
Interviews 19
Data Analysis 19
CHAPTER FOUR: FINDINGS 23
A Brief Background of Chad 23
The First Impression of English in Junior High 23
English Learning Investment in Senior high 25
English Learning Investment in College and at Work 28
The Pursuit of Master’s and Ph. D. Degree 32
English Investment in the Central Government 36
The Bilateral Meeting and Chad’s Transformation 41
CHAPTER FIVE: DISCUSSION 45
Addressing Research Question 1 45
Performing Multiple Identities 45
Navigating Ideologies 48
Negotiating Value of Capital 51
Addressing Research Question 2 53
The Impact of Power Relations on Competence and Membership 53
Voices behind the Silence 56
CHAPTER SIX: CONCLUSION 59
An Overview of the Study 59
Pedagogical Implications 60
Limitations and Suggestions for Future Studies 61
Concluding Remarks 63
REFERENCES 65
APPENDIX A 71		zh_TW
dc.format.extent 753808 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G1055510011en_US
dc.subject (關鍵詞) 權力關係zh_TW
dc.subject (關鍵詞) 英語投資zh_TW
dc.subject (關鍵詞) 話語權zh_TW
dc.subject (關鍵詞) 敘事研究zh_TW
dc.subject (關鍵詞) Power relationsen_US
dc.subject (關鍵詞) English investmenten_US
dc.subject (關鍵詞) The right to speaken_US
dc.subject (關鍵詞) Narrative studyen_US
dc.title (題名) 權力關係與話語權：以質性個案研究探索一位成年學習者之英語學習投資zh_TW
dc.title (題名) Power Relations and the Right to Speak: A qualitative case study on an adult learner`s English learning investmenten_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Baker, W. (2009). The cultures of English as a lingua franca. TESOL Quarterly, 43, 567-592.
Bakhtin, M. M. (1981). The dialogic of imagination: Four essays. Austin: University of Texas Press.
Bourdieu, P. (1986). The forms of capital, in J. F. Richardson (ed), Handbook of theory and research for the sociology of education, New York, Greenwood Press, p. 241-58.
Bourdieu, P. (1997). The economics of linguistic exchanges. Social Sciences Information, 16(6), 645-668.
Bruner, J. S., & Hunt, C. (1987). Life as narrative. Social Research, 54, 11-32.
Byram, M. (1997). A Model for Intercultural Communicative Competence. Teaching and assessing intercultural communicative competence. pp. 31-55.
Canagarajah, S. (2007). Lingua franca English, multilingual communities, and language acquisition. The modern Language Journal, 91, 923-939.
Chang, Y. (2011). Picking one’s battle: NNES doctoral students’ imagined communities and selections of investment. Journal of Language, Identity, and Education, 10, 213-230.
Changpueng, P., & Pattanapichet, F. (2015). An Analysis of English in the Workplace: The Needs of Engineers in Writing in English. Silpakorn University Journal of Social Sciences, Humanities, and Arts, 15(3), 151-176.
Cook, V. (1999), Going beyond the native speaker in language teaching. TESOL Quarterly, 33, 185-209.
Crystal, D. (2003). English as a global language. Cambridge: Cambridge University Press.
Darvin, R. & Bonny, B. (2015). Identity and a model of investment in applied linguistics. Annual Review of Applied Linguistics, 35, 36-56.
Davies, A. (2003). The native speaker: Myth and reality. Clevedon, UK: Multilingual Matters.
Davies, B., & Harre, R. (1999). Positioning: The discursive production of selves. Journal for the Theory of Social Behavior, 20, 43-63
Duff, P. (2012). Identity, agency, and second language acquisition. In S. M. Gass & A. Mackey (Eds), The Routledge handbook of second language acquisition (pp. 410-441). London, UK: Routledge.
Haghighi, F. M., & Norton, B. (2017). The role of English language institutes in Iran. TESOL Quarterly, 51(2), 428-438.
Heigham, J. (2011). Qualitative research in applied linguistics: A practical introduction. Basingstoke: Palgrave Macmillan.
Holmes, J. (2005). When small talk is a big deal: Sociolinguistic challenges in the workplace. Second language needs analysis, 344-372.
Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learner-Centered Approach. Cambridge: Cambridge University Press.
Jenkins, J. (2006). Current perspectives on teaching world englishes and English as a lingua franca. TESOL Quarterly, 40, 157-181.
Jenkins, J. (2007). English as lingua franca: Attitude and identity. Oxford, UK: Oxford University Press.
Kobayashi, Y. (2002). The role of gender in foreign language learning attitude: Japanese female students’ attitude English learning. Gender and Education, 14(2): 181-97.
Rampton, B. (1990). Displacing the “native speaker”: Expertise, affiliation and inheritance. ELT Journal, 44, 97-101.
Kachru, B. B. (1990). The alchemy of English: The spread, functions, and models of non-native English. Champaign, IL: University of Illinois Press.
Kachru, B. B. (2005). Asian Englishes: Beyond the canon. New Delhi, India: Oxford University Press.
Ke, I, C. (2012). ELF in international communication: Findings from ELF online projects and implications for EFT in Taiwan. Taiwan Journal of TESOL, 9, 63-93.
Kvale, S. (1996). InterViews: An introduction to qualitative research interviewing. Thousand Oaks, CA: Sage.
Kvale, S. (2003). The psychoanalytic interview as inspiration for qualitative research. In P. M. Camic, J. E. Rhodes, & L. Yardley (Eds.), Qualitative research in psychology (pp. 275-297). Washington, DC: American Psychological Association.
Lieblich, A., Tuval-Mashiach, R., & Zilber, T. (1998). Narrative research reading, analysis and interpretation. Thousand Oaks, CA: SAGE.
McKay, S. (2002). Teaching English as an international language: Rethinking goals and approaches. Oxford: Oxford University Press.
Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL. Quarterly, 29(1), 9-31
Norton, B. (Ed). (1997). Language and identity [Special issue]. TESOL Quarterly, 31(3).
Norton, B. (2000). Identity and language learning: Gender, ethnicity, and educational change. Harlow, UK: Longman/Pearson Education.
Norton, B. (2013). Identity and language learning: Extending the conversation. Bristol, UK: Multilingual Matters.
Norton, B. (2015). Identity, investment, and faces of English internationally. Chinese Journal of Applied Linguistics, 38, 4, 375-391.
Norton, B., Jones, S., & Ahimbisibwe, D. (2011). Learning about HIV/AIDS in Uganda: Digital resources and language learner identities. Canadian Modern Language Review/ La Revue Canadienne des Langues Vivantes, 67(4), 568-589.
Norton, B., & McKinney, C. (2011). An identity approach to second language acquisition. In D. Atkin-son (ed)., Alternative approaches to second language acquisition (pp. 73-94). New York, NY: Routledge.
Norton, B., & Toohey, K. (2011). Identity, language learning, and social change. Language Teaching, 44, 412-446.
Norton, B., & Vanderheyden, K. (2004). Comic book culture and second language learners. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 201-221). New York: Cambridge University Press.
Pavlenko, A., & Norton, B. (2007). In J. Cummins & C. Davison (Eds.), Imagined communities, identity, and English language learning. In International handbook of English language teaching (pp. 669-680). Springer USA.
Rubin, S., & Lee, A. S. (2002). Using a positivist case research methodology to test three competing theories-in-use of business process redesign. Journal of the Association for Information Systems, 2(7), 1-72.
Spence, P., & Liu, G. Z. (2013). Engineering English and the high-tech industry: A case study of an English needs analysis of process integration engineers at a semiconductor manufacturing company in Taiwan. English for specific purposes, 32(2), 97-109.
Wu, R. Y. F., & Chin, J. S. (2010). An investigation into the English language needs. of banking and finance professionals in Taiwan. In Proceedings of the 12th Academic Forum on English Language Testing in Asia, Taipei (pp. 73-87).
Wu, H. Y. (2017). Imagined identity and investment in L2 learning. Taiwan Journal of TESOL, 14.2, 101-133.
Yin, R. K. (2003). Case study research: Design and methods. London: Sage.		zh_TW
dc.identifier.doi (DOI) 10.6814/NCCU201900556en_US