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題名 探究高職生的語言素養與身份發展：以身份認同資源理論為本的英文寫作課程為例
Learner identity investment of vocational high school students in an English writing course designed based on funds of identity: A qualitative case study
作者 何翠倫
Ho, Tsui-Lun
貢獻者 招靜琪
Chao, Chin-Chi
何翠倫
Ho, Tsui-Lun
關鍵詞 學習者投資
身份認同資源
身份認同文本
身份認同物件
機器翻譯
高職學生
Learner investment
Funds of identity (FoI)
Identity texts
Identity artifacts
Machine translation
Vocational high school students
日期 2025
上傳時間 4-Aug-2025 15:37:17 (UTC+8)
摘要 語言教學中的學習者投資（learner investment）研究顯示，語言學習與身份認同發展密切相關。然而，目前仍少有研究探討如何透過肯定學習者身份認同的教學設計來促進學習投資。本文以身份認同資源（Funds of Identity, FoI）方法為基礎，探究四位台灣高職學生在一門以身份認同資源導向的英語寫作課程（FWC）中的語言素養與身份認同發展以及其對英語的學習投資。本研究於課後非正式情境中進行，共14堂課，總計28小時。它涵蓋七個生活主題，結合身份認同物件創作與人工智慧機器翻譯作為中介工具，協助學生書寫雙語身份認同文本與探索身份認同。資料蒐集方式包括非正式與半結構式訪談、課堂觀察、物件作品與課堂回饋。研究發現，四位參與者展現其各自獨特的學習投資歷程。Sam因喪父透過書寫表達情感並與研究者分享生活挑戰，強調重要他人陪伴對其學習的意義，進而從被動學習者轉變為主動英語使用者。Alice長期放棄英語，透過專注於發音與流利度，逐步成為有自信的學習者。Vicky渴望進步但受限於考試導向教學方式。透過專注於語言準確性，發展為自立的學習者。Eric長年補習英語，卻缺乏興趣，僅在考試前學習英語。在課程中，他成為具策略的考試導向學習者。透過主題式分析法，本研究揭示參與者的語言素養與身份認同發展及其投資歷程模式，發展出多樣貌的個人化學習者身份認同資源，包含陪伴導向、流利度導向、準確性導向與考試導向，其形成與語言意識形態的變化與學習資源取得密切相關。本研究亦提出一個身份認同資源模型，說明身份認同資源的探索和表達如何與文本、物件和數位工具相關聯。最後提出研究侷限及教學實務建議，以供未來研究與課程設計參考。
Research on learner investment in language teaching and learning has revealed a close relationship between language learning and identity development. However, limited research has explored how identity-oriented pedagogy can affirm learners’ identities to promote investment. Drawing on the funds of identity (FoI) approach, this study examines the literacy and identity development of four vocational high school students in Taiwan and their investment in a FoI-based English writing course (FWC). Conducted in an out-of-school setting, the 14-lesson, 28-hour course covered seven life-related themes and integrated identity artifact creation and AI machine translation as mediation to support bilingual identity texts and identity exploration. Data were collected through informal and semi-structured interviews, classroom observations, artworks, and class reflections. The findings revealed that each participant demonstrated a distinct investment trajectory. Due to the loss of his father, Sam used writing to express his emotions and shared personal challenges with the researcher, highlighting the significance of key individuals’ company and transitioning from a passive learner to an active English user. Alice, who had given up on English, transformed into a confident learner by focusing on pronunciation and fluency. Vicky, who felt confined by exam-driven instruction, became a self-reliant learner by improving accuracy. Despite attending cram school for years, Eric, who lacked interest and only studied English before exams, gradually became a strategic, exam-oriented learner. Using thematic analysis, this study identified the participants’ literacy and identity development as well as their investment trajectories, developing diverse individualized learner FoI—companion-oriented, fluency-focused, accuracy-focused, and exam-oriented—shaped by evolving ideologies and accessible forms of capital. This study proposes a FoI model, illustrating how FoI exploration and expression relate to identity texts, identity artifacts, and digital tools. It concludes with limitations and pedagogical implications for future research and curriculum design.
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描述 博士
國立政治大學
英國語文學系
108551503
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0108551503
資料類型 thesis
dc.contributor.advisor 招靜琪zh_TW
dc.contributor.advisor Chao, Chin-Chien_US
dc.contributor.author (Authors) 何翠倫zh_TW
dc.contributor.author (Authors) Ho, Tsui-Lunen_US
dc.creator (作者) 何翠倫zh_TW
dc.creator (作者) Ho, Tsui-Lunen_US
dc.date (日期) 2025en_US
dc.date.accessioned 4-Aug-2025 15:37:17 (UTC+8)-
dc.date.available 4-Aug-2025 15:37:17 (UTC+8)-
dc.date.issued (上傳時間) 4-Aug-2025 15:37:17 (UTC+8)-
dc.identifier (Other Identifiers) G0108551503en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/158759-
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) 108551503zh_TW
dc.description.abstract (摘要) 語言教學中的學習者投資（learner investment）研究顯示，語言學習與身份認同發展密切相關。然而，目前仍少有研究探討如何透過肯定學習者身份認同的教學設計來促進學習投資。本文以身份認同資源（Funds of Identity, FoI）方法為基礎，探究四位台灣高職學生在一門以身份認同資源導向的英語寫作課程（FWC）中的語言素養與身份認同發展以及其對英語的學習投資。本研究於課後非正式情境中進行，共14堂課，總計28小時。它涵蓋七個生活主題，結合身份認同物件創作與人工智慧機器翻譯作為中介工具，協助學生書寫雙語身份認同文本與探索身份認同。資料蒐集方式包括非正式與半結構式訪談、課堂觀察、物件作品與課堂回饋。研究發現，四位參與者展現其各自獨特的學習投資歷程。Sam因喪父透過書寫表達情感並與研究者分享生活挑戰，強調重要他人陪伴對其學習的意義，進而從被動學習者轉變為主動英語使用者。Alice長期放棄英語，透過專注於發音與流利度，逐步成為有自信的學習者。Vicky渴望進步但受限於考試導向教學方式。透過專注於語言準確性，發展為自立的學習者。Eric長年補習英語，卻缺乏興趣，僅在考試前學習英語。在課程中，他成為具策略的考試導向學習者。透過主題式分析法，本研究揭示參與者的語言素養與身份認同發展及其投資歷程模式，發展出多樣貌的個人化學習者身份認同資源，包含陪伴導向、流利度導向、準確性導向與考試導向，其形成與語言意識形態的變化與學習資源取得密切相關。本研究亦提出一個身份認同資源模型，說明身份認同資源的探索和表達如何與文本、物件和數位工具相關聯。最後提出研究侷限及教學實務建議，以供未來研究與課程設計參考。zh_TW
dc.description.abstract (摘要) Research on learner investment in language teaching and learning has revealed a close relationship between language learning and identity development. However, limited research has explored how identity-oriented pedagogy can affirm learners’ identities to promote investment. Drawing on the funds of identity (FoI) approach, this study examines the literacy and identity development of four vocational high school students in Taiwan and their investment in a FoI-based English writing course (FWC). Conducted in an out-of-school setting, the 14-lesson, 28-hour course covered seven life-related themes and integrated identity artifact creation and AI machine translation as mediation to support bilingual identity texts and identity exploration. Data were collected through informal and semi-structured interviews, classroom observations, artworks, and class reflections. The findings revealed that each participant demonstrated a distinct investment trajectory. Due to the loss of his father, Sam used writing to express his emotions and shared personal challenges with the researcher, highlighting the significance of key individuals’ company and transitioning from a passive learner to an active English user. Alice, who had given up on English, transformed into a confident learner by focusing on pronunciation and fluency. Vicky, who felt confined by exam-driven instruction, became a self-reliant learner by improving accuracy. Despite attending cram school for years, Eric, who lacked interest and only studied English before exams, gradually became a strategic, exam-oriented learner. Using thematic analysis, this study identified the participants’ literacy and identity development as well as their investment trajectories, developing diverse individualized learner FoI—companion-oriented, fluency-focused, accuracy-focused, and exam-oriented—shaped by evolving ideologies and accessible forms of capital. This study proposes a FoI model, illustrating how FoI exploration and expression relate to identity texts, identity artifacts, and digital tools. It concludes with limitations and pedagogical implications for future research and curriculum design.en_US
dc.description.tableofcontents ACKNOWLEDGEMENT iii CHINESE ABSTRACT iv ABSTRACT v CHAPTER ONE: INTRODUCTION 1 Background of the Study 1 Motivation of the Study 4 Purpose of the Study 7 Significance of the Study 7 CHAPTER TWO: LITERATURE REVIEW 9 Learner Investment in Language Teaching and Learning 9 The Funds of Identity (FoI) Approach 15 Identity Investment for Literacy Engagement 19 Summary of Literature Review 22 CHAPTER THREE: METHODOLOGY 23 The Qualitative Case Study Approach 23 The Researcher’s Positionality 24 The Setting 26 The FoI-based English Writing Course (FWC) 26 The Development of the FoI Instruction 29 Challenges and revisions from the pilot study. 29 The FoI instruction in the formal study. 33 The Participants 34 The Procedure of Data Collection 38 The Procedure of Data Analysis 40 Summary of Methodology 42 CHAPTER FOUR: FINDINGS 43 Experiences before the FWC 43 Four Critical Events 48 Critical Event 1 48 Critical Event 2 58 Critical Event 3 70 Critical Event 4 88 Investment Trajectories of the Four Cases 101 Case 1: Sam’s Companion-oriented Learner FoI 101 Case 2: Alice’s Fluency-focused Learner FoI 103 Case 3: Vicky’s Accuracy-focused Learner FoI 106 Case 4: Eric’s Exam-oriented Learner FoI 108 Summary of Findings 110 CHAPTER FIVE: DISCUSSION 113 Literacy and Identity Development 113 Focusing on AI-mediated FoI Expression to Construct Imagined Identities 113 Leveraging FoI and L1 to Deepen Identity Investment 115 Fostering Learner Agency for Identity Negotiation and Affirmation 119 Learner Investment Regarding Identity, Ideology, and Capital 120 Fostering Individualized Learner FoI in Language Education 121 Deconstructing and Reconstructing Learner Ideology 123 Integrating Various Forms of Capital as Affordances 125 Proposing an FoI Model for Literacy and Identity Development 127 Summary of Discussion 129 CHAPTER SIX: CONCLUSION 131 Summary of the Study 131 Pedagogical Implications 132 Limitations of the Study 135 Recommendations for Future Research 137 Conclusion 138 REFERENCES 140 APPENDIX A: WORKSHEET 146 APPENDIX B: PPT PROMPTS 147 APPENDIX C: RECRUITMENT FLYER 148 APPENDIX D: INFORMED CONSENT FORM 150 APPENDIX E: SEMI-STRUCTURED INTERVIEW QUESTIONS 154 APPENDIX F: ARTWORKS OF THE PARTICIPANTS 156zh_TW
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0108551503en_US
dc.subject (關鍵詞) 學習者投資zh_TW
dc.subject (關鍵詞) 身份認同資源zh_TW
dc.subject (關鍵詞) 身份認同文本zh_TW
dc.subject (關鍵詞) 身份認同物件zh_TW
dc.subject (關鍵詞) 機器翻譯zh_TW
dc.subject (關鍵詞) 高職學生zh_TW
dc.subject (關鍵詞) Learner investmenten_US
dc.subject (關鍵詞) Funds of identity (FoI)en_US
dc.subject (關鍵詞) Identity textsen_US
dc.subject (關鍵詞) Identity artifactsen_US
dc.subject (關鍵詞) Machine translationen_US
dc.subject (關鍵詞) Vocational high school studentsen_US
dc.title (題名) 探究高職生的語言素養與身份發展：以身份認同資源理論為本的英文寫作課程為例zh_TW
dc.title (題名) Learner identity investment of vocational high school students in an English writing course designed based on funds of identity: A qualitative case studyen_US
dc.type (資料類型) thesisen_US
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