| dc.contributor | 英文系 | |
| dc.creator (作者) | 招靜琪;黃怡萍 | |
| dc.date (日期) | 2022-04 | |
| dc.date.accessioned | 8-Jul-2026 14:21:28 (UTC+8) | - |
| dc.date.available | 8-Jul-2026 14:21:28 (UTC+8) | - |
| dc.date.issued (上傳時間) | 8-Jul-2026 14:21:28 (UTC+8) | - |
| dc.identifier.uri (URI) | https://ah.lib.nccu.edu.tw/item?item_id=183241 | - |
| dc.description.abstract (摘要) | 國立政治大學英國語文學系碩博士班英語教學組與 Leo van Lier教授結緣已有十個寒暑。先生於2010五月到2012年底過世前曾多次自美國加州前來政大擔任訪問學者與研討會主題講者，並為一門名為「語言學習者自我概念專題」研究所課程奠立根基、指導碩博士生研究、帶領學生在多個知名國際研討會發表論文。自其離世後，這一門課持續在政大師生共同努力下發展，十年間已經產生了27篇以上的英語/華語教學碩博士畢業論文。為能了解臺灣經驗在van Lier教授立論基礎之上如何持續發展，本研究計畫以兩年時間深入分析十年來政大英文系與華研所師生合力產出的相關研究成果。包括兩部份工作：第一年分析這27+篇論文。計畫以資料分析方式 (Bowen, 2006)整理已完成的碩博士論文，並以van Lier的理念再度詮釋這些論文對從語言學習者身分轉變歷程的發現，同時筆者將藉著課程具體經驗與論文分析之思考互動做教學回顧與反思。第二年聚焦於self, agency, and identity議題，探討研究生如何在語言學習者、語言教師、與質性研究者身分轉變歷程中萃取意義。進一步深入訪談27+位研究生作者，以敘事研究方法了解本課程與其學位研究如何帶動他們思考自己語言教師職涯的過去、現在、未來。本研究以van Lier教授的語言學習生態理論基礎如何落實於台灣研究為目標，聚焦於語言教師身份轉變過程，藉反思 (collective reflection)課程與論文經驗，深入經驗與理念的具體互動，勾勒出Leo van Lier 學習生態理念與本地英/華語教師身份研究之連結。這樣長期且跨越時空的研究在文獻上尚屬少見，期以研究成果回報 教授對台灣學子之無私教導。 | |
| dc.description.abstract (摘要) | 2020 marks the tenth anniversary of the research collaboration between National Chengchi University and the late Professor Leo van Lier, who made multiple trips from California to Taipei between the year 2010 and 2012 to help establish a graduate-level course and a research project on language learner’s self, agency, and identity. He served as a visiting scholar, a keynote speaker in our conference, and took the students to present in many other international conferences. After his passing, the course continued to develop under the efforts of NCCU faculty members and students. We realized recently that over the ten years at least 27 MA theses and Ph.D. dissertations had been completed under the impact of Professor van Lier and the course. In order to understand how van Lier's ecological perspective has inspired us and our research, this two-year proposed study aims to investigate how research, teaching, and learning experiences that van Lier provided us has impacted the identities of these former graduate students, student researchers, and current language teachers. The first year of the study focuses on reexamining and reinterpreting the 27 studies drawing on van Lier's ecological framework and Bowen's analysis procedure (2006), while the second year focuses on collective reflection through interviewing these former students to see how the course and the thesis experience have impacted their current practices as language teachers and their shifting identities from learners, graduate students, to language teachers. In addition to pay tribute to Prof. van Lier, the findings are expected to have implications for research on language teacher identities as examined through the ecological perspective in this and many other contexts. | |
| dc.format.extent | 116 bytes | - |
| dc.format.mimetype | text/html | - |
| dc.relation (關聯) | 科技部, MOST109-2410-H004-165, 109.08-110.07 | |
| dc.subject (關鍵詞) | 學習生態理論; 語言教師身分認同; 質性研究; 敘事研究 | |
| dc.subject (關鍵詞) | ecological perspective; language teacher identities; qualitative study; narrative inquiry | |
| dc.title (題名) | 二語身份研究之學習路：學習生態理論在台灣 | |
| dc.title (題名) | Learning to Research Second Language Self, Agency, and Identity: a Study on Ecological Perspective in Taiwan | |
| dc.type (資料類型) | report | |
