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題名 講英文，還是不講英文，真是個問題啊：以質性個案研究探討在臺灣英語教育政策下一位青年學習者的語言學習自主動能
To Speak English, or not to Speak English, that is the Question: A Qualitative Case Study on an Aspired Young Learner`s Language Learner Agency under English Education Policy in Taiwan
作者 羅峻豐
Lo, Chun-feng
貢獻者 招靜琪
Chao, Chin-chi
羅峻豐
Lo, Chun-feng
關鍵詞 語言學習自主動能
臺灣英語教育政策
青年學習者
個案研究
Language learner agency
English education policy in Taiwan
Young learner
Case study
日期 2022
上傳時間 2-十二月-2022 15:25:02 (UTC+8)
摘要 一般研究探討「語言學習自主動能」（Language Learner Agency, LLA），大致上會涉及到場域轉換的情形，例如出國唸書、交換學生、短期遊學…等。但是，我們在日常生活中，仍然看到很多人，完全沒有在英語系國家居住的經驗，卻把英語學習得非常好，究竟這些人的語言學習自主動能從何而來？既使身處英語為外語的臺灣，什麼動力使得他們願意投資如此多的時間在英語學習上面。關於這樣的議題，尚有研究的空間。
本研究透過Larsen-Freeman (2019)的複雜動態系統理論（CDST），以質性個案研究方法探討一位臺灣青年學習者 （國中生），在臺灣英語教育政策下，語言學習自主動能的開展。研究資料是由1筆敘事、4筆半結構訪談、兩次非正式談話與兩次課堂觀察所蒐集而來。研究結果顯示，從學齡前至國中階段，他的語言學習自主動能皆能維持在高點，並沒有因為在臺灣教育體制之下而降低。同時，研究結果也發現，與學習者互動的人事物才是這位學生語言學習成功的關鍵，尤其是家庭教育至關重大，家長在語言學習的歷程中，尤其是他母親扮演了最核心的角色。此外，本文也針對現行臺灣語言教育政策，搭配此位青年學習者的語言學習經歷進行討論，包括希冀家長們能夠負起責任，陪伴孩子共讀共學。在教學上，本研究建議英語教師回歸語言學習的本質，即是溝通功能，增加課堂使用英語的比例，並鼓勵學生使用英語來與教師和同儕互動，藉此提升語言學習自主動能。而這個案也讓我們看到在現今雙語教育政策下需要深思的議題，例如輕視自身語言、忽略其文化根源，對臺灣英語教學棄如敝屣，一味推崇西方英語教育體制。這樣的情形有待之後的研究進行後續追蹤，對臺灣的雙語教育政策做後續效益分析。
When it comes to Language Learner Agency (LLA), prior studies mainly zoomed into experiences that happened when individuals switched between contexts, such as studying abroad, short-term study abroad, being exchange students…and so forth. However, in our daily lives, we do encounter many people who were born, raised, and received English instruction in Taiwan but they are very fluent in English. How could they exercise their language learner agency without moving to any of the English-speaking countries? What makes them willing to invest so much time on English in the Taiwanese EFL context? This is a phenomenon that has not had sufficient research.
Drawing on Larsen-Freeman’s (2019) Complex Dynamic Systems Theory (CDST) of the learner agency, the present study examines a young learner’s development of LLA under the English Education Policy in Taiwan. Data were collected through one oral narrative, four semi-structured interviews, two informal conversations, and two class observations. Results indicates that the LLA of the participant remains high from preschool to junior high despite the fact that this young learner is situated in English education policy in Taiwan as an EFL country. At the same time, results also indicates that the key to his language learning achievement lies in interactions with his family members. In particular, parental involvement plays a paramount role in this learner’s language learning achievement. What’s more, the study emulates the participant to discuss the English Education Policy in Taiwan. Pedagogically, this study suggests that in order to enhance students’ LLA, TESOL practitioners should focus on the core of languages; that is, communicative functions. Trying to increase the percentage of class time devoted to using English for instruction and communication and encouraging students to use English to interact with others would be helpful. On the other hand, the participant also provides some food for thought under the current bilingual education policy in Taiwan, despising his/ her mother tongue, neglecting his/ her root of culture, contempting English teaching in Taiwan, and advocating education system in western world are included. The follow-up studies are needed in order to have the benefit analysis toward bilingual education policy in Taiwan.
參考文獻 Best, J.W. and Kahn, J.V. (2006). Research in Education. (10th Edition). Pearson Education.
Braun, V. and Clarke, V. (2006) Using thematic analysis in psychology. Qualitative Research in Psychology, 3 (2). 77-101.
Burns, A. (2005). Interrogating new worlds of English language teaching. In A. Burns (Ed.), Teaching English from a global perspective (pp. 1-15). Alexandria, VA: Teachers of English to Speakers of Other Languages.
Chao, C-c. (2018). Towards a cross-generational understanding of EFL learner agency: a multiple case study on learners from Taiwan. Taiwan Journal of TESOL, 15(1), 1-31.
Chen, W. C. (2018). A narrative inquiry on the interplay between language learner learner agency and learning contexts. (Unpublished master’s thesis). National Chengchi University, Taiwan.
Chern, C. (2002). English language teaching in Taiwan today. Asia Pacific Journal of Education, 22 (2), 97–105.
Connelly, F. M. and Clandinin, D. J. (1990). Story of experience and narrative inquiry. Educational Researcher, 19(5), 2-14.
Crystal, D. (2003). English as a global language. (2nd ed.). Cambridge University Press.
Government Information Office (2002). Challenge 2008: The six-year national development plan. Taipei: Government Information Office.
Huang, M. Y. (2017). How do international travel and study abroad experiences shift identities: a case study on a Taiwanese adult English learner. (Unpublished master’s thesis). National Chengchi University, Taiwan.
Hudson, T. (2007). Teaching second language reading. New York, NY: Oxford University Press.
Krashen, S. (2003). Dealing with English fever. In J.E. Katchen (Ed.), Selected papers from the twelfth international symposium on English teaching (pp. 10–108). Taipei: Crane.
Larsen-Freeman, D. (2019). On Language Learner Agency: A Complex Dynamic Systems Theory Perspective. Modern Language Journal, 103(1), 61-79.
Menezes, V. (2008). Multimedia language learning histories. In P, Kalaja., V. Menezes and A.M.F. Barcelos. (Eds.), Narratives of learning and teaching EFL. (pp.199-213). Palgrave-Macmillan.
Ministry of Education (2003). 92年課程綱要 [The nine-year joint curricular plan language arts guidelines]. http://teach.eje.edu.tw/9CC2/9cc_92.php
Mullaney, K. (2017). Face, guanxi, requing, and communicative experiences of Taiwanese study-abroad students in American universities. (Unpublished master’s thesis). Department of Foreign Language and Literature, Tunghai University, Taiwan.
National Development Council. (2018). Blueprint for developing Taiwan into a bilingual nation by 2030. http://www.ndc.gov.tw/en/Content_List.aspx?n=D933E5569A87A91C&upn=9633B537E92778BB
Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Essex.
Smith JA, Flowers P and Larkin M. (2009). Interpretative phenomenological analysis: theory, method and research. London: SAGE.
Smith, J.A. & Osborn, M. (2008) Interpretative phenomenological analysis. In J.A. Smith (Ed.) qualitative psychology: a practical guide to research methods (pp. 53-80). London: Sage.
Su, Y. C. (2006). EFL teachers’ perceptions of English language policy at the elementary level in Taiwan. Educational Studies, 32:3, 265-283.
Tsai, C. T. (2012). Key DNA of Curriculum Development and Design: Core Competencies. Taipei: Wunan.
van Lier, L. (2008). Agency in the classroom. In J. Lantolf & M. Poehner (Eds.), Sociocultural theory and the teaching of second languages (pp. 163-186). London: Equinox.
van Lier, L. (2010). The ecology of language learning: Practice to theory, theory to practice. Procedia—Social and Behavioral Science, 3, 2-6.
Wang, C. (2010). Toward a second language socialization perspective. Issues in study abroad research. Foreign Language Annals, 43(1), 56-63.
Wang, S. C. (2020). Formation of a Taiwanese young adult’s sense of community and learner agency: a case study on the comparison of formal and non-formal English classroom experiences. (Unpublished master’s thesis). National Chengchi University, Taiwan.
Widdowson, H. G. (1994). The ownership of English. TESOL Quarterly, 28(2), 377-389.
Willig, C. (2008). Introducing qualitative research in psychology: adventures in theory and method (2nd ed.). London, UK: Open University Press.
Zhang, B. X. (1992). The study of college foreign language curriculum. In The Proceedings of the Eighth Conference on English Teaching and Learning in the Republic of China (pp. 161–170). Taipei, Taiwan: The Crane Publishing Co. Ltd.
描述 碩士
國立政治大學
英語教學碩士在職專班
108951002
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0108951002
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) 羅峻豐zh_TW
dc.contributor.author (作者) Lo, Chun-fengen_US
dc.creator (作者) 羅峻豐zh_TW
dc.creator (作者) Lo, Chun-fengen_US
dc.date (日期) 2022en_US
dc.date.accessioned 2-十二月-2022 15:25:02 (UTC+8)-
dc.date.available 2-十二月-2022 15:25:02 (UTC+8)-
dc.date.issued (上傳時間) 2-十二月-2022 15:25:02 (UTC+8)-
dc.identifier (其他 識別碼) G0108951002en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/142673-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description (描述) 108951002zh_TW
dc.description.abstract (摘要) 一般研究探討「語言學習自主動能」（Language Learner Agency, LLA），大致上會涉及到場域轉換的情形，例如出國唸書、交換學生、短期遊學…等。但是，我們在日常生活中，仍然看到很多人，完全沒有在英語系國家居住的經驗，卻把英語學習得非常好，究竟這些人的語言學習自主動能從何而來？既使身處英語為外語的臺灣，什麼動力使得他們願意投資如此多的時間在英語學習上面。關於這樣的議題，尚有研究的空間。
本研究透過Larsen-Freeman (2019)的複雜動態系統理論（CDST），以質性個案研究方法探討一位臺灣青年學習者 （國中生），在臺灣英語教育政策下，語言學習自主動能的開展。研究資料是由1筆敘事、4筆半結構訪談、兩次非正式談話與兩次課堂觀察所蒐集而來。研究結果顯示，從學齡前至國中階段，他的語言學習自主動能皆能維持在高點，並沒有因為在臺灣教育體制之下而降低。同時，研究結果也發現，與學習者互動的人事物才是這位學生語言學習成功的關鍵，尤其是家庭教育至關重大，家長在語言學習的歷程中，尤其是他母親扮演了最核心的角色。此外，本文也針對現行臺灣語言教育政策，搭配此位青年學習者的語言學習經歷進行討論，包括希冀家長們能夠負起責任，陪伴孩子共讀共學。在教學上，本研究建議英語教師回歸語言學習的本質，即是溝通功能，增加課堂使用英語的比例，並鼓勵學生使用英語來與教師和同儕互動，藉此提升語言學習自主動能。而這個案也讓我們看到在現今雙語教育政策下需要深思的議題，例如輕視自身語言、忽略其文化根源，對臺灣英語教學棄如敝屣，一味推崇西方英語教育體制。這樣的情形有待之後的研究進行後續追蹤，對臺灣的雙語教育政策做後續效益分析。		zh_TW
dc.description.abstract (摘要) When it comes to Language Learner Agency (LLA), prior studies mainly zoomed into experiences that happened when individuals switched between contexts, such as studying abroad, short-term study abroad, being exchange students…and so forth. However, in our daily lives, we do encounter many people who were born, raised, and received English instruction in Taiwan but they are very fluent in English. How could they exercise their language learner agency without moving to any of the English-speaking countries? What makes them willing to invest so much time on English in the Taiwanese EFL context? This is a phenomenon that has not had sufficient research.
Drawing on Larsen-Freeman’s (2019) Complex Dynamic Systems Theory (CDST) of the learner agency, the present study examines a young learner’s development of LLA under the English Education Policy in Taiwan. Data were collected through one oral narrative, four semi-structured interviews, two informal conversations, and two class observations. Results indicates that the LLA of the participant remains high from preschool to junior high despite the fact that this young learner is situated in English education policy in Taiwan as an EFL country. At the same time, results also indicates that the key to his language learning achievement lies in interactions with his family members. In particular, parental involvement plays a paramount role in this learner’s language learning achievement. What’s more, the study emulates the participant to discuss the English Education Policy in Taiwan. Pedagogically, this study suggests that in order to enhance students’ LLA, TESOL practitioners should focus on the core of languages; that is, communicative functions. Trying to increase the percentage of class time devoted to using English for instruction and communication and encouraging students to use English to interact with others would be helpful. On the other hand, the participant also provides some food for thought under the current bilingual education policy in Taiwan, despising his/ her mother tongue, neglecting his/ her root of culture, contempting English teaching in Taiwan, and advocating education system in western world are included. The follow-up studies are needed in order to have the benefit analysis toward bilingual education policy in Taiwan.		en_US
dc.description.tableofcontents ACKNOWLEDGEMENT iv
TABLE OF CONTENTS vi
碩士論文提要 viii
ABSTRACT x
CHAPTER ONE 1
CHAPTER TWO 5
English education policy in Taiwan 5
Language Learner Agency 9
On Language Learner Agency under English Education Policy in EFL Countries 12
CHAPTER THREE 15
Research Context and Participant 15
Data Collection 18
Data Analysis 21
The Issue of Trustworthiness 22
CHAPTER FOUR 23
English Learning Experience in the Preschool Period 23
From Peggy’s (Peter’s mom’s) point of view 23
From Peter’s point of view 25
English Learning Experience in the Elementary School Period 26
From the Perspective of Peggy (Peter’s mom) 26
From Peter’s point of view 28
English Learning Experience in the Junior High Period 30
From the Perspective of Peggy (Peter’s mom) 30
From Peter’s point of view 31
From the Perspective of Christina (Peter`s English teacher) 33
A Brief Summary of Peter’s English Learning Journey 34
CHAPTER FIVE 35
Peter’s LLA feature 1 -- English is taken for use, not for examination; after all, the core value of a language is to gain information and exchange ideas through it. 36
Peter’s LLA feature 2 -- Language helps build self-confidence: “I become a better person because of English.” 37
Peter’s LLA feature 3-- “Even when English changes to be a subject in school, I still stick to the principles that I adhere to.” 38
IMPLICATIONS 44
CONCERNS 48
CHAPTER SIX 53
A Revisit to Peter’s Exertion of Learner Agency 53
Pedagogical Suggestions 55
Limitations and Suggestions for Future Research 56
Concluding Remarks 56
REFERENCES 57
APPENDIX 60		zh_TW
dc.format.extent 812792 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0108951002en_US
dc.subject (關鍵詞) 語言學習自主動能zh_TW
dc.subject (關鍵詞) 臺灣英語教育政策zh_TW
dc.subject (關鍵詞) 青年學習者zh_TW
dc.subject (關鍵詞) 個案研究zh_TW
dc.subject (關鍵詞) Language learner agencyen_US
dc.subject (關鍵詞) English education policy in Taiwanen_US
dc.subject (關鍵詞) Young learneren_US
dc.subject (關鍵詞) Case studyen_US
dc.title (題名) 講英文，還是不講英文，真是個問題啊：以質性個案研究探討在臺灣英語教育政策下一位青年學習者的語言學習自主動能zh_TW
dc.title (題名) To Speak English, or not to Speak English, that is the Question: A Qualitative Case Study on an Aspired Young Learner`s Language Learner Agency under English Education Policy in Taiwanen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Best, J.W. and Kahn, J.V. (2006). Research in Education. (10th Edition). Pearson Education.
Braun, V. and Clarke, V. (2006) Using thematic analysis in psychology. Qualitative Research in Psychology, 3 (2). 77-101.
Burns, A. (2005). Interrogating new worlds of English language teaching. In A. Burns (Ed.), Teaching English from a global perspective (pp. 1-15). Alexandria, VA: Teachers of English to Speakers of Other Languages.
Chao, C-c. (2018). Towards a cross-generational understanding of EFL learner agency: a multiple case study on learners from Taiwan. Taiwan Journal of TESOL, 15(1), 1-31.
Chen, W. C. (2018). A narrative inquiry on the interplay between language learner learner agency and learning contexts. (Unpublished master’s thesis). National Chengchi University, Taiwan.
Chern, C. (2002). English language teaching in Taiwan today. Asia Pacific Journal of Education, 22 (2), 97–105.
Connelly, F. M. and Clandinin, D. J. (1990). Story of experience and narrative inquiry. Educational Researcher, 19(5), 2-14.
Crystal, D. (2003). English as a global language. (2nd ed.). Cambridge University Press.
Government Information Office (2002). Challenge 2008: The six-year national development plan. Taipei: Government Information Office.
Huang, M. Y. (2017). How do international travel and study abroad experiences shift identities: a case study on a Taiwanese adult English learner. (Unpublished master’s thesis). National Chengchi University, Taiwan.
Hudson, T. (2007). Teaching second language reading. New York, NY: Oxford University Press.
Krashen, S. (2003). Dealing with English fever. In J.E. Katchen (Ed.), Selected papers from the twelfth international symposium on English teaching (pp. 10–108). Taipei: Crane.
Larsen-Freeman, D. (2019). On Language Learner Agency: A Complex Dynamic Systems Theory Perspective. Modern Language Journal, 103(1), 61-79.
Menezes, V. (2008). Multimedia language learning histories. In P, Kalaja., V. Menezes and A.M.F. Barcelos. (Eds.), Narratives of learning and teaching EFL. (pp.199-213). Palgrave-Macmillan.
Ministry of Education (2003). 92年課程綱要 [The nine-year joint curricular plan language arts guidelines]. http://teach.eje.edu.tw/9CC2/9cc_92.php
Mullaney, K. (2017). Face, guanxi, requing, and communicative experiences of Taiwanese study-abroad students in American universities. (Unpublished master’s thesis). Department of Foreign Language and Literature, Tunghai University, Taiwan.
National Development Council. (2018). Blueprint for developing Taiwan into a bilingual nation by 2030. http://www.ndc.gov.tw/en/Content_List.aspx?n=D933E5569A87A91C&upn=9633B537E92778BB
Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Essex.
Smith JA, Flowers P and Larkin M. (2009). Interpretative phenomenological analysis: theory, method and research. London: SAGE.
Smith, J.A. & Osborn, M. (2008) Interpretative phenomenological analysis. In J.A. Smith (Ed.) qualitative psychology: a practical guide to research methods (pp. 53-80). London: Sage.
Su, Y. C. (2006). EFL teachers’ perceptions of English language policy at the elementary level in Taiwan. Educational Studies, 32:3, 265-283.
Tsai, C. T. (2012). Key DNA of Curriculum Development and Design: Core Competencies. Taipei: Wunan.
van Lier, L. (2008). Agency in the classroom. In J. Lantolf & M. Poehner (Eds.), Sociocultural theory and the teaching of second languages (pp. 163-186). London: Equinox.
van Lier, L. (2010). The ecology of language learning: Practice to theory, theory to practice. Procedia—Social and Behavioral Science, 3, 2-6.
Wang, C. (2010). Toward a second language socialization perspective. Issues in study abroad research. Foreign Language Annals, 43(1), 56-63.
Wang, S. C. (2020). Formation of a Taiwanese young adult’s sense of community and learner agency: a case study on the comparison of formal and non-formal English classroom experiences. (Unpublished master’s thesis). National Chengchi University, Taiwan.
Widdowson, H. G. (1994). The ownership of English. TESOL Quarterly, 28(2), 377-389.
Willig, C. (2008). Introducing qualitative research in psychology: adventures in theory and method (2nd ed.). London, UK: Open University Press.
Zhang, B. X. (1992). The study of college foreign language curriculum. In The Proceedings of the Eighth Conference on English Teaching and Learning in the Republic of China (pp. 161–170). Taipei, Taiwan: The Crane Publishing Co. Ltd.		zh_TW
dc.identifier.doi (DOI) 10.6814/NCCU202201689en_US