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題名 短期交換經驗與自我認同之變化：一位台灣英教研究生之個案研究
How a Short-Term Study-Abroad Experience Changed a Taiwanese TESOL Student`s Language Learner/Teacher Identity: Insights from Social Identity Theory
作者 莫哈妮
Abu Hmeidan, Haneen
貢獻者 招靜琪
Chao, Chin-Chi
莫哈妮
Abu Hmeidan, Haneen
關鍵詞 短期國外學習
交換計畫
英語教學主修
教師自我概念
學習者自我概念
社會自我概念
: short-term study-abroad
exchange programs
TESOL major
teacher identity
leaner identity
social identity
日期 2019
上傳時間 7-八月-2019 15:44:11 (UTC+8)
摘要 出國留、遊學是許多學生期待的經歷。然而，他們可能沒有意識到這種跨文化經驗有可能對自身文化認同和群際關係帶來重大改變。儘管已有研究探討旅居者在海外交換經驗中可能面臨的過程和轉變，但針對英語教學所碩士生同時身為語言學習者及未來教師雙重身分的交換經驗，則尚未得到充分的關注與研究。本研究以社會認同理論（SIT）的角度，探討一位台灣英語教學所碩士生如何在美國交換期間應對她的跨文化遭遇，以及研究這樣的經歷對她作為英語學習者和教師身份的影響。研究資料來源包含四次深入性的訪談、研究參與者的日記以及其部落格內容。研究結果凸顯社會認同理論中的兩個面向：第一個是社會性歸類和社會性比較對自尊方面的作用，加上內團體偏私和外團體貶抑的影響（Tajfel &Turner，1986）；第二個是特定跨文化多樣性的各種不同影響。這些影響與變化使個案對自己身為一位專業的英語教師更有自信，因為她消除了來自於本身非英語母語人士而產生的焦慮，並接受了自己是台灣人和雙語使用者的身分。本研究針對英語教學所碩士生參與國際交換提供建議，協助其在出國留、遊學前，增加對此趟旅程的可能經歷的認識，以期能從交流經驗中獲益。
Studying abroad is an experience that many students look forward to. However, they may not be aware that this cross-cultural experience could involve major transition and change in cultural identity and intergroup relations. Although research has been done on the process and transitions sojourners might face during the exchange experience, the TESOL graduate student`s experience as both a language learner and future teacher has not been fully addressed. This study investigates how a Taiwanese TESOL graduate student coped with her intercultural encounters during exchange in the U.S. from the eye of the Social Identity Theory (SIT), and the impact such experience had on her identity as an English learner and teacher. The data was collected through three extended and in-depth interviews, as well as the participant’s diary and blogs. Two aspects are highlighted within the theory, the first being the role of social categorization and social comparison in relation to self-esteem, coupled with in-group favoritism and out-group derogation (Tajfel and Turner 1986), and the second is the varied effects of specific cross-cultural diversity. This sort of development has made her become more confident as a competent English teacher as she broke off the anxiety that emerged from not being a native speaker and accepted herself as a Taiwanese and a bilingual. Suggestions are provided to help TESOL students benefit from exchange experiences by raising awareness to what to expect before study-abroad trip.
參考文獻 Abrams, D., & Hogg, M. A. (1988). Comments on the motivational status of self‐esteem in social identity and intergroup discrimination. European journal of social psychology, 18(4), 317-334.
Anderson, P. H., & Lawton, L. (2011). Intercultural development: Study abroad vs. on-campus study. Frontiers: The Interdisciplinary Journal of Study Abroad, 21, 86-108.
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(4), 457-469.
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(4), 457-469.
Angulo, S. K. (2008). Identity change in students who study abroad (Doctoral dissertation)
Angulo, S. K. (2012). Identity change in students who study abroad. Place of publication not identified: Proquest, Umi Dissertatio.
Árva, V., & Medgyes, P. (2000). Native and non-native teachers in the classroom. System, 28(3), 355-372.
Aubrey, B. (2011). Managing your aspirations: Developing personal enterprise in the global workplace. Singapore: McGraw-Hill.
Austin, W. G., & Worchel, S. (1986). Psychology of intergroup relations. Chicago: Nelson-Hall.
Bochner, S. (1982). The social psychology of cross-cultural relations. In S. Bochner (Eds.), Cultures in contact: Studies in cross-cultural interaction, 5–44.

Block, D. (2007). The rise of identity in SLA research, post Firth and Wagner (1997). The Modern language journal, 91, 863-876.
Bolton, K. (2005). Where WE stands: Approaches, issues, and debate in world Englishes. World Englishes, 24(1), 69-83.
Brecht, R., Davidson, D., & Ginsberg, R. (1995). Predictors of foreign language gain during study abroad. Second language acquisition in a study abroad context. Wash. DC: National Foreign Language Center. 9, 37.
Brown, R., Hinkle, S., Ely, P. G., Fox‐Cardamone, L., Maras, P., & Taylor, L. A. (1992). Recognizing group diversity: Individualist‐collectivist and autonomous‐relational social orientations and their implications for intergroup processes. British Journal of Social Psychology, 31(4), 327-342.
Carless, D. R. (2004). A contextualized examination of target language use in the primary school foreign language classroom. Australian Review of Applied Linguistics, 27(1), 104-119.
Davis, T. M. (1997). Open doors, 1996-1997: Report on international educational exchange. New York: Institute of International Education.
Dwyer, M. M. (2004). More is better: The impact of study abroad program duration. Frontiers: The interdisciplinary journal of study abroad, 10, 151-163.
Dwyer, M. M., & Peters, C. K. (2004). The benefits of study abroad. Transitions abroad, 37(5), 56-58.
Freed, B. F. (1995). Second language acquisition in a study abroad context. Amsterdam: J. Benjamins.
Gao, X. (2006). Understanding changes in Chinese students’ uses of learning strategies in China and Britain: A socio-cultural re-interpretation. System, 34(1), 55-67.
Gu, Q., & Maley, A. (2008). Changing places: A study of Chinese students in the UK. Language and Intercultural Communication, 8(4), 224-245.
Gurman, E. B. (1989). Travel abroad: A way to increase creativity?. Educational Research Quarterly. 13(3), 12-16.
Hammer, M. R., Bennett, M. J., & Wiseman, R. (2003). Measuring intercultural sensitivity: The intercultural development inventory. International journal of intercultural relations, 27(4), 421-443.
Isabelli, C.A. (2004a) Study abroad for advanced foreign language majors: Optimal duration for developing complex structures. In Advanced Foreign Language Learning: A Challenge to College Programs (AAUSC series), ed. by H. Byrnes and H. Maxim, Boston 114-130.
Jackson, J. (2008). Language. Identity and Study Abroad,, London: Equinox.
Jenkins, S. B. (2009). Measuring teacher beliefs about curriculum orientations using the modified-curriculum orientations inventory. The Curriculum Journal, 20(2), 103-120.
Johnson, K. (2009). Expertise in language learning and teaching. ELT journal, 64(2), 217-218.
Kachru, B. (1985). Institutionalized second language varieties. The English language today, 211-226.
Kachru, B. B. (1997). World Englishes and English-using communities. Annual review of applied linguistics, 17, 66-87.
Kachru, Y., & Nelson, C. L. (2006). World Englishes in Asian Contexts (Vol. 1). Hong Kong University Press.
Kamhi-Stein, L. (Ed.). (2004). Learning and teaching from experience: Perspectives on non-native English-speaking professionals. Ann Arbor: University of Michigan Press
Kamhi‐Stein, L. D. (2000). Adapting US‐based TESOL education to meet the needs of nonnative English speakers. TESOL Journal, 9(3), 10-14.
Kinginger, C. (2013). Social and cultural aspects of language learning in study abroad. Amsterdam: John Benjamins Publishing, 37.
Kitsantas, A. (2004). Studying Abroad: The Role of College Students ‘goals On the Development of Cross-Cultural Skills and Global Understanding. College Student Journal, 38(3), 441-452.
Klak, T., & Martin, P. (2003). Do university-sponsored international cultural events help students to appreciate “difference”? International journal of intercultural relations, 27(4), 445-465.
Krashen, S. D. (2003). Explorations in language acquisition and use. Portsmouth: Heinemann.
Landis, D., & Bhagat, R. S. (1996). Handbook of intercultural training. Thousand Oaks, CA: Sage Publications.
Liao, Posen (2005). Examining English Fever in Taiwan from a Post-Colonial Perspective, EJEE, 20.
Lin, A. M. (1999). Doing‐English‐lessons in the reproduction or transformation of social worlds? TESOL Quarterly, 33(3), 393-412.
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描述 碩士
國立政治大學
英國語文學系
105551021
資料來源 http://thesis.lib.nccu.edu.tw/record/#G1055510211
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) 莫哈妮zh_TW
dc.contributor.author (作者) Abu Hmeidan, Haneenen_US
dc.creator (作者) 莫哈妮zh_TW
dc.creator (作者) Abu Hmeidan, Haneenen_US
dc.date (日期) 2019en_US
dc.date.accessioned 7-八月-2019 15:44:11 (UTC+8)-
dc.date.available 7-八月-2019 15:44:11 (UTC+8)-
dc.date.issued (上傳時間) 7-八月-2019 15:44:11 (UTC+8)-
dc.identifier (其他 識別碼) G1055510211en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/124626-
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) 105551021zh_TW
dc.description.abstract (摘要) 出國留、遊學是許多學生期待的經歷。然而，他們可能沒有意識到這種跨文化經驗有可能對自身文化認同和群際關係帶來重大改變。儘管已有研究探討旅居者在海外交換經驗中可能面臨的過程和轉變，但針對英語教學所碩士生同時身為語言學習者及未來教師雙重身分的交換經驗，則尚未得到充分的關注與研究。本研究以社會認同理論（SIT）的角度，探討一位台灣英語教學所碩士生如何在美國交換期間應對她的跨文化遭遇，以及研究這樣的經歷對她作為英語學習者和教師身份的影響。研究資料來源包含四次深入性的訪談、研究參與者的日記以及其部落格內容。研究結果凸顯社會認同理論中的兩個面向：第一個是社會性歸類和社會性比較對自尊方面的作用，加上內團體偏私和外團體貶抑的影響（Tajfel &Turner，1986）；第二個是特定跨文化多樣性的各種不同影響。這些影響與變化使個案對自己身為一位專業的英語教師更有自信，因為她消除了來自於本身非英語母語人士而產生的焦慮，並接受了自己是台灣人和雙語使用者的身分。本研究針對英語教學所碩士生參與國際交換提供建議，協助其在出國留、遊學前，增加對此趟旅程的可能經歷的認識，以期能從交流經驗中獲益。zh_TW
dc.description.abstract (摘要) Studying abroad is an experience that many students look forward to. However, they may not be aware that this cross-cultural experience could involve major transition and change in cultural identity and intergroup relations. Although research has been done on the process and transitions sojourners might face during the exchange experience, the TESOL graduate student`s experience as both a language learner and future teacher has not been fully addressed. This study investigates how a Taiwanese TESOL graduate student coped with her intercultural encounters during exchange in the U.S. from the eye of the Social Identity Theory (SIT), and the impact such experience had on her identity as an English learner and teacher. The data was collected through three extended and in-depth interviews, as well as the participant’s diary and blogs. Two aspects are highlighted within the theory, the first being the role of social categorization and social comparison in relation to self-esteem, coupled with in-group favoritism and out-group derogation (Tajfel and Turner 1986), and the second is the varied effects of specific cross-cultural diversity. This sort of development has made her become more confident as a competent English teacher as she broke off the anxiety that emerged from not being a native speaker and accepted herself as a Taiwanese and a bilingual. Suggestions are provided to help TESOL students benefit from exchange experiences by raising awareness to what to expect before study-abroad trip.en_US
dc.description.tableofcontents ACKNOWLEDGEMENTS IV
CHINESE ABSTRACT VIII
ABSTRACT IX
CHAPTER ONE: INTRODUCTION 1
CHAPTER TWO: LITERATURE REVIEW 5
Academic Competency 6
Personal Development 7
Cultural and Cross-Cultural Improvements 8
Social Identity Theory 9
Taiwanese English Teachers in Taiwan and Studying Abroad 13
CHAPTER THREE: METHODOLOGY 17
Context and Participant 17
Data Collection 18
Data Analysis 19
Time-line 20
CHAPTER FOUR: FINDINGS 23
Jean’s Story 23
During college 24
During her time as a student-teacher 28
Right before the exchange 31
The exchange. 33
The beginning of the exchange 33
The middle of the exchange 39
By the end of the exchange 47
After the exchange: Her career and personality 50
CHAPTER FIVE: DISCUSSION 61
Personal Identity 61
Assertion 1 61
Assertion 2 63
Social Identity 65
Assertion 3. 65
Social Categorization 67
Assertion 4 67
CHAPTER SIX: CONCLUSION 73
Overview of the Study 73
Pedagogical Implication 74
Limitations and Suggestions for Future Research 76
Concluding Remarks 76
REFERENCES 79
APPENDIX A: INTERVIEW QUESTIONS 87
The First Interview 87
The Second Interview 88
The Third Interview 89
APPENDIX B: INFORMED CONSENT FORM 91		zh_TW
dc.format.extent 947739 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G1055510211en_US
dc.subject (關鍵詞) 短期國外學習zh_TW
dc.subject (關鍵詞) 交換計畫zh_TW
dc.subject (關鍵詞) 英語教學主修zh_TW
dc.subject (關鍵詞) 教師自我概念zh_TW
dc.subject (關鍵詞) 學習者自我概念zh_TW
dc.subject (關鍵詞) 社會自我概念zh_TW
dc.subject (關鍵詞) : short-term study-abroaden_US
dc.subject (關鍵詞) exchange programsen_US
dc.subject (關鍵詞) TESOL majoren_US
dc.subject (關鍵詞) teacher identityen_US
dc.subject (關鍵詞) leaner identityen_US
dc.subject (關鍵詞) social identityen_US
dc.title (題名) 短期交換經驗與自我認同之變化：一位台灣英教研究生之個案研究zh_TW
dc.title (題名) How a Short-Term Study-Abroad Experience Changed a Taiwanese TESOL Student`s Language Learner/Teacher Identity: Insights from Social Identity Theoryen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Abrams, D., & Hogg, M. A. (1988). Comments on the motivational status of self‐esteem in social identity and intergroup discrimination. European journal of social psychology, 18(4), 317-334.
Anderson, P. H., & Lawton, L. (2011). Intercultural development: Study abroad vs. on-campus study. Frontiers: The Interdisciplinary Journal of Study Abroad, 21, 86-108.
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(4), 457-469.
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(4), 457-469.
Angulo, S. K. (2008). Identity change in students who study abroad (Doctoral dissertation)
Angulo, S. K. (2012). Identity change in students who study abroad. Place of publication not identified: Proquest, Umi Dissertatio.
Árva, V., & Medgyes, P. (2000). Native and non-native teachers in the classroom. System, 28(3), 355-372.
Aubrey, B. (2011). Managing your aspirations: Developing personal enterprise in the global workplace. Singapore: McGraw-Hill.
Austin, W. G., & Worchel, S. (1986). Psychology of intergroup relations. Chicago: Nelson-Hall.
Bochner, S. (1982). The social psychology of cross-cultural relations. In S. Bochner (Eds.), Cultures in contact: Studies in cross-cultural interaction, 5–44.

Block, D. (2007). The rise of identity in SLA research, post Firth and Wagner (1997). The Modern language journal, 91, 863-876.
Bolton, K. (2005). Where WE stands: Approaches, issues, and debate in world Englishes. World Englishes, 24(1), 69-83.
Brecht, R., Davidson, D., & Ginsberg, R. (1995). Predictors of foreign language gain during study abroad. Second language acquisition in a study abroad context. Wash. DC: National Foreign Language Center. 9, 37.
Brown, R., Hinkle, S., Ely, P. G., Fox‐Cardamone, L., Maras, P., & Taylor, L. A. (1992). Recognizing group diversity: Individualist‐collectivist and autonomous‐relational social orientations and their implications for intergroup processes. British Journal of Social Psychology, 31(4), 327-342.
Carless, D. R. (2004). A contextualized examination of target language use in the primary school foreign language classroom. Australian Review of Applied Linguistics, 27(1), 104-119.
Davis, T. M. (1997). Open doors, 1996-1997: Report on international educational exchange. New York: Institute of International Education.
Dwyer, M. M. (2004). More is better: The impact of study abroad program duration. Frontiers: The interdisciplinary journal of study abroad, 10, 151-163.
Dwyer, M. M., & Peters, C. K. (2004). The benefits of study abroad. Transitions abroad, 37(5), 56-58.
Freed, B. F. (1995). Second language acquisition in a study abroad context. Amsterdam: J. Benjamins.
Gao, X. (2006). Understanding changes in Chinese students’ uses of learning strategies in China and Britain: A socio-cultural re-interpretation. System, 34(1), 55-67.
Gu, Q., & Maley, A. (2008). Changing places: A study of Chinese students in the UK. Language and Intercultural Communication, 8(4), 224-245.
Gurman, E. B. (1989). Travel abroad: A way to increase creativity?. Educational Research Quarterly. 13(3), 12-16.
Hammer, M. R., Bennett, M. J., & Wiseman, R. (2003). Measuring intercultural sensitivity: The intercultural development inventory. International journal of intercultural relations, 27(4), 421-443.
Isabelli, C.A. (2004a) Study abroad for advanced foreign language majors: Optimal duration for developing complex structures. In Advanced Foreign Language Learning: A Challenge to College Programs (AAUSC series), ed. by H. Byrnes and H. Maxim, Boston 114-130.
Jackson, J. (2008). Language. Identity and Study Abroad,, London: Equinox.
Jenkins, S. B. (2009). Measuring teacher beliefs about curriculum orientations using the modified-curriculum orientations inventory. The Curriculum Journal, 20(2), 103-120.
Johnson, K. (2009). Expertise in language learning and teaching. ELT journal, 64(2), 217-218.
Kachru, B. (1985). Institutionalized second language varieties. The English language today, 211-226.
Kachru, B. B. (1997). World Englishes and English-using communities. Annual review of applied linguistics, 17, 66-87.
Kachru, Y., & Nelson, C. L. (2006). World Englishes in Asian Contexts (Vol. 1). Hong Kong University Press.
Kamhi-Stein, L. (Ed.). (2004). Learning and teaching from experience: Perspectives on non-native English-speaking professionals. Ann Arbor: University of Michigan Press
Kamhi‐Stein, L. D. (2000). Adapting US‐based TESOL education to meet the needs of nonnative English speakers. TESOL Journal, 9(3), 10-14.
Kinginger, C. (2013). Social and cultural aspects of language learning in study abroad. Amsterdam: John Benjamins Publishing, 37.
Kitsantas, A. (2004). Studying Abroad: The Role of College Students ‘goals On the Development of Cross-Cultural Skills and Global Understanding. College Student Journal, 38(3), 441-452.
Klak, T., & Martin, P. (2003). Do university-sponsored international cultural events help students to appreciate “difference”? International journal of intercultural relations, 27(4), 445-465.
Krashen, S. D. (2003). Explorations in language acquisition and use. Portsmouth: Heinemann.
Landis, D., & Bhagat, R. S. (1996). Handbook of intercultural training. Thousand Oaks, CA: Sage Publications.
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dc.identifier.doi (DOI) 10.6814/NCCU201900513en_US