| dc.contributor | 外文中心 | |
| dc.creator (作者) | 陳彩虹 | |
| dc.date (日期) | 2022-01 | |
| dc.date.accessioned | 27-Jul-2026 16:08:37 (UTC+8) | - |
| dc.date.available | 27-Jul-2026 16:08:37 (UTC+8) | - |
| dc.date.issued (上傳時間) | 27-Jul-2026 16:08:37 (UTC+8) | - |
| dc.identifier.uri (URI) | https://ah.lib.nccu.edu.tw/item?item_id=183498 | - |
| dc.description.abstract (摘要) | 跨境學習對須使用第二語言的外籍生而言很可能是一個身分顛覆的經驗，因為當他們試圖在新的語言和社會文化環境中重新定位自己，以被認可為該社群的合法成員時，他們的自我通常會感到不安，甚至被動搖。我目前正在執行的科技部計畫探索台灣學生的交換經驗，儘管身份認同並非我設定的研究問題之一，但我發現這個議題在參與者的經歷中有其重要性。該發現促使我提出現在這份新的計畫案，這項新計畫的目的是要探索一個完全不同的學生群在完全不同的情境中——即在台灣的外籍生——如何形塑他們的第二語言身份。雖然近年來與在台外籍生相關的研究已隨著外籍生人數增加有所成長，但他們的語言身份至今仍是個相對未知的研究領域。由於外籍生的中文程度普遍不高，而台灣說英語的人口亦不多，可以預知他們在表達和實現理想的自我身分時應該會遇到不小的障礙。因此，這項新計畫欲探索使用第二語言的外籍生在台灣校園內外如何建構及協商他們的身份。我將使用Benson, Barkhuizen, Bodycott & Brown (2013)針對海外留學情境所發展出的第二語言身分發展理論做為理論架構，透過多重個案研究方法，深入了解六至十位外籍生的經驗。為能了解個案在發展語言身份時所處的情境，以便解讀他們的經驗，我也將檢視約十五位本地生及十位學校行政人員對外籍生的看法，並蒐集相關新聞。本研究將透過個別訪談和焦點團體訪談蒐集資料，研究結果將不僅能提出語言方面的建議，亦可能可以提供我們培養外籍生於語言進步範疇外的發展之見解。 | |
| dc.description.abstract (摘要) | Cross-border study can be an identity‐destabilizing experience for L2-speaking sojourners, as their attempts to reposition themselves in the new linguistic and sociocultural surrounds in order to be recognized as a legitimate member of the community often unsettle or even shake their self-representations. In my current (still-in-progress) MOST project investigating Taiwanese exchange students' experiences abroad, the issue of identity has emerged as a salient theme in many participants' stories, although it was not part of the original research questions. The finding motivated me to propose the present new study, which intends to investigate second language identity development of a different group of student sojourners in a completely different context – that is, the international students in Taiwan. Although the amount of research related to international students in Taiwan has grown in response to the rise in this student population, thus far, their second language identity in the Taiwan context is still a relatively uncharted research area. Given the fact that these students often come with low levels of Chinese proficiency and the English-speaking population in Taiwan is small, it is tenable to assume that they will encounter great hurdles in expressing and substantiating their desired identities.The purpose of this new project, therefore, is to explore how L2-speaking international students construct and negotiate their identities within and beyond the university context in Taiwan. Drawing on Benson, Barkhuizen, Bodycott and Brown's (2013) model of second language identity development for study abroad, the study will examine the experiences of 6-10 non-native Chinese-speaking students using a multiple-case study approach. To help contextualize these individuals' experiences, I will also investigate how L2-speaking international students as a whole are represented by their cultural others in the Taiwan context by collecting information from local students (n=15), administrative staff members (n=10), and the news. Data will be collected through multi-session individual interviews and focus groups. The findings of this study will potentially provide us with insights into nurturing international students' development regarding and beyond language improvements. | |
| dc.format.extent | 116 bytes | - |
| dc.format.mimetype | text/html | - |
| dc.relation (關聯) | 科技部, MOST109-2410-H004-161, 109.08-110.07 | |
| dc.subject (關鍵詞) | 外籍生; 身分建構; 第二語言; 國際教育 | |
| dc.subject (關鍵詞) | international students; identity; second language; international education | |
| dc.title (題名) | 在台外籍生第二語言身份之形塑歷程 | |
| dc.title (題名) | Understanding L2-Speaking International Students＇ Identity Work through Their Lived Experiences in Taiwan | |
| dc.type (資料類型) | report | |
