| dc.contributor | 英文系 | |
| dc.creator (作者) | 招靜琪 | |
| dc.date (日期) | 2019-10 | |
| dc.date.accessioned | 8-Jul-2026 14:21:26 (UTC+8) | - |
| dc.date.available | 8-Jul-2026 14:21:26 (UTC+8) | - |
| dc.date.issued (上傳時間) | 8-Jul-2026 14:21:26 (UTC+8) | - |
| dc.identifier.uri (URI) | https://ah.lib.nccu.edu.tw/item?item_id=183239 | - |
| dc.description.abstract (摘要) | 近年外語教師身分認同研究興盛，科技輔助語言教學領域中之教師身份認同研究也漸漸開始受到重視。本案計畫以質性個案研究方法，深入探究外語教學網紅的身份認同與學習者期待。網紅不一定具備教師身份，但卻是廣泛運用且難免會有人視為權威的語言學習資源。外語教學YouTuber的身份認同、教育背景、工作態度、與他們與觀眾網民/語言學習者之間的供需互動關係都需要深入了解。研究對象是三組YouTuber團隊，分別以教授英語、日語、中文為目的，向世界發聲。他們之間有很多相同與相異之處可做探討，包括有人是具有台灣本地語言教學研究所背景的、有人則無。本研究希望了解無論背景如何，這些YouTubers如何平衡自己各種身份認同、如何滿足網紅之商業考量與觀眾對語言教學之期待。蒐集之資料包括六個月的影視追蹤、工作環境參訪、多次深入訪談、分析觀眾留言、與觀眾焦點訪談。分析方法是扎根理論與社會文化理念下的活動理論(CHAT)。比較這三組YouTuber團隊的經驗，除可了解他們各自如何平衡網紅必要面對的商業目標與觀眾對他們之期待，並能整理出建議，幫助相關語言教學研究所思考如何提供必要協助，陪伴研究生探索這條非傳統的語言教學路線。 | |
| dc.description.abstract (摘要) | In recent years there has been much research interest in second language identities, including both teachers and learners; however, a popular phenomenon that has not had much CALL teacher education attention and understanding is language teaching YouTubers with the status of social media celebrities. They may not be teachers, but the learning resources they provide are often trusted as authority. This study aims to develop a deeper understanding of such language teaching individuals, including their backgrounds, identities, practices, and their interaction with learner expectations, through three teams of YouTubers teaching English, Japanese and Chinese respectively to the world. There are many similarities and differences among them that can be explored, including the fact that two of these teams are with graduate-level language teaching and education backgrounds from Taiwan, while the other does not. The study is interested in how they each balance the their varies identities, commercial goals, and viewer/learner expectations. Data to be collected include 6-month video products, site visits, in-depth interviews, viewer responses, and focus-group interviews. Drawing on Sociocultural Activity Theory and Grounded Theory, the analysis will attempt to understand to what extent language teaching and learning in this context is a unique community of practice that emphasizes entrepreneur-consumer relationship under the influence of social media marketing tactics rather than the teacher-learner relationship often observed in school contexts. Comparing and contrasting the three teams of YouTubers help shed light on this new language teaching practice and the possible role CALL teacher educators could play in educating the new generation of second language teachers. | |
| dc.format.extent | 116 bytes | - |
| dc.format.mimetype | text/html | - |
| dc.relation (關聯) | 科技部, MOST107-2410-H004-080, 107.08-108.07 | |
| dc.subject (關鍵詞) | 語言教師身分認同; 網紅; 學習者期待; 質性個案研究 | |
| dc.subject (關鍵詞) | language teacher identity; social media celebrities; YouTubers; qualitative case study | |
| dc.title (題名) | 網紅的外語教學：個案研究外語教學YouTuber的身份認同與學習者期望 | |
| dc.title (題名) | Social Media Celebrities as Language Learning Resources: a Study on Practitioner Identity and Learner Expectation in Youtuber Language Teaching Practice | |
| dc.type (資料類型) | report | |
