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題名 探討學習者的語言學習信念之動態本質： 兩位英語教學所碩士生的個案研究
Focusing on the dynamic nature of learner belief： a case study on two TESOL MA students
作者 洪郁閔
Hung, Yu Min
貢獻者 招靜琪
Chao, Chin Chi
洪郁閔
Hung, Yu Min
關鍵詞 學習者信念
英語學習經驗
自我
身分
learner belief
English learning experience
self
identity
日期 2011
上傳時間 24-Oct-2012 16:02:38 (UTC+8)
摘要 本文旨在探討學習者的語言學習信念之動態本質。研究對象為兩位北部英語教學所的碩士生，研究方法主要包含半結構式訪談和研究對象自己寫的英語學習歷程，目的在於了解研究對象在人生各個階段的語言學習信念。資料分析方式採用「整體—內容」的分析法。研究結果顯示研究對象的學習信念會依他們和其所在情境的互動關係而改變，而這樣的改變彰顯了學習信念並非固定不變。而是動態的。此外，研究結果發現學習信念和情境、自我、以及身分相關。值得點出的是，雖然學習信念會依情境而改變，但是重點並非情境本身，而是學習者如何看待和解讀情境。除了情境因素，本研究亦探討不同自我（理想自我和應該自我）與身份（核心身份和情境身份）如何影響學習者的語言信念。在所有階段，兩位研究對象都表示努力是語言學習的關鍵，而學習者和所學語言之間的關係會決定學習者願意投入多少心力在語言學習上。最後於文末提出教學和研究上的建議。
The study aims to explore the dynamic nature of learner belief through investigating two Taiwanese MA-TESOL students` beliefs at different stages of their lives. The participants are two TESOL MA students in a graduate school in northern Taiwan. Data collection methods mainly include written narratives and semi-structured interviews. The data collected are further analyzed using a holistic-content approach. The results of the study show that the participants` beliefs shift in interaction with the context and thus reveal that the nature of learner belief is dynamic. Moreover, the study indicates that learner belief is connected with context, self, and identity. It is noted that what really matters is not the context itself but how learners perceive and interpret the context. Then, the conceptions of ideal self vs. ought-to self and core identity vs. situated identity are introduced to shed light on their relationship with learner belief. Across all stages, while both participants claimed that effort is critical to language learning, it is how they relate themselves to the target language that determine how much effort that they are willing to make into language learning. Finally, it is expected that the study can help educators as well as researchers better understand the dynamic nature of learner belief. Pedagogical implications and suggestions for future research are provided at the end of the thesis.
參考文獻 Amuzie, G. L., & Winke, P. (2009). Changes in language learning beliefs as a result of study abroad. System, 37(3), 366-379.
Barcelos, A. M. F. (2003). Researching beliefs about SLA: A critical review. In P. Kalaja and A. M. F. Barcelos (Eds.), Beliefs about SLA: New research approaches (pp. 7-33). Dordrecht: Kluwer Academic Publishers
BarcelosA., & Kalaja, P. (2003). Conclusion: Exploring possibilities for future research on beliefs about SLA. In P. Kalaja and A. M. F. Barcelos (Eds.), Beliefs about SLA: New research approaches (pp. 231-238). London: Kluwer Academic Publishers
Benson, P., & Lor, W. (1999). Conceptions of language and language learning. System, 27(4), 459-472.
Benson, P., & Nunan, D. (2005). Learners` stories: Difference and diversity in language learning. Cambridge: Cambridge University Press.
Bernat, E., Carter, N., & HALL, D. (2009). Beliefs about language learning: Exploring links to personality traits. University of Sydney Papers in TESOL, 4, 115-148.
Bernat, E., & Gvozdenko, I. (2005). Beliefs about language learning: Current knowledge, pedagogical implications, and new research directions. TESL-EJ, 9(1), 1-21.
Block, D. (1997). Learning by listening to language learners. System, 25(3), 347-360.
Cheng, Y. (2001). Learners’ beliefs and second language anxiety. Concentric: Studies in English Literature and Linguistics, 27(2), 75-90.
Cotterall, S. (1995). Readiness for autonomy: Investigating learner beliefs. System, 23(2), 195-205.
Cotterall, S. (1999). Key variables in language learning: what do learners believe about them? System, 27(4), 493-513.
Dufva, H. (2003). Beliefs in dialogue: A Bakhtinian view. In Kalaja, P., & Barcelos, A. M. F. (Eds.), Beliefs about SLA: New research approaches (pp. 131-151). London: Kluwer Academic Publishers.
Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9–42). Bristol: Multilingual Matters.
Ellis, R. (2002). A metaphorical analysis of learner beliefs. In P. Burmeister, T.
Piske and A. Rohde (Eds.), An integrated view of language development: Papers
in honor of Henning Wode. Trier, Germany: Wissenschaftlicher Verlag.
Epstein, S. (1990). Cognitive-experiential self-theory. In L. Pervin (Ed.), Handbook of personality: Theory and research (pp. 165-192). New York: Guilford.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive- developmental inquiry. American psychologist, 34(10), 906.
Freeman, D. L., & Cameron, L. (2008). Research methodology on language development from a complex systems perspective. The Modern Language Journal, 92(2), 200-213.
Gabillon, Z. (2005). L2 learner’s beliefs: An overview. Journal of Language and Learning, 3(2), 233-260.
Gee, J. P. (1999). An introduction to discourse analysis: Theory and method. London: Routledge.
Goh, C. (1997). Metacognitive awareness and second language listeners. ELT journal, 51(4), 361.
Horwitz, E. K. (1985). Using student beliefs about language learning and teaching in the foreign language methods course. Foreign Language Annals, 18(4), 333-340.
Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. The Modern Language Journal, 72(3), 283-294.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132.
Hosenfeld, C. (2003). Evidence of emergent beliefs of a second language learner: A diary study. In Kalaja, P., & Barcelos, A. M. F. (Eds.), Beliefs about SLA: New research approaches (pp. 37-55). London: Kluwer Academic Publishers.
Kalaja, P. (1995). Student beliefs (or metacognitive knowledge) about SLA reconsidered. International Journal of Applied Linguistics, 5(2), 191-204.
Kern, R. G. (1995). Students` and teachers` beliefs about language learning. Foreign Language Annals, 28(1), 71-92.
Kim, T. Y. D., & Yang, J. S. (2010). Learner beliefs in study-abroad experience: A qualitative case study of two Korean ESL learners. English Teaching, 65(2), 75-98.
Lemke, J. L. (2002). Language development and identity: Multiple timescales in the social ecology of learning. Language acquisition and language socialization: Ecological perspectives, 68-87.
Li, F. (2010). Relationship between EFL Learners’ Belief and Learning Strategy Use by English Majors in Vocational Colleges. Journal of Language Teaching and Research, 1(6), 858-866.
Liao, P. S., & Chiang, M. Y. (2004). How college students` beliefs about English learning relate to their strategy use. Academic Journal of National Hsinchu University of Education, 19, 137-154.
Lieblich, A., Tuval-Mashiach, R., & Zilber, T. (1998). Narrative research: Reading, analysis and interpretation (Vol. 47) London: Sage.
Loewen, S., Li, S., Fei, F., Thompson, A., Nakatsukasa, K., Ahn, S., & Chen, X. (2009). Second language learners` beliefs about grammar instruction and error correction. The Modern Language Journal, 93(1), 91-104.
Mantle-Bromley, C. (1995). Positive attitudes and realistic beliefs: Links to proficiency. The Modern Language Journal, 79(3), 372-386.
Manchón, R. M. (2009). Individual differences in foreign language learning. Spanish Journal of Applied Linguistics, 22, 245-268.
Mercer, S. (2011). The beliefs of two expert EFL learners. The Language Learning Journal, 39(1), 57-74.
Mori, Y. (1999). Epistemological beliefs and language learning beliefs: What do language learners believe about their learning? Language learning, 49(3), 377-415.
Nikitina, L. (2006). Re-examining Horwitz’s Beliefs About Language Learning Inventory (BALLI) in the Malaysian Context. Electronic Journal of Foreign Language Teaching, 3(2), 209-219.
Oxford, R. L. (1990). Language learning strategies and beyond: A look at strategies in the context of styles. Shifting the instructional focus to the learner, 35-55.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of educational research, 62(3), 307-332.
Parajuli, B. K. (2008). Questionnaire: A Tool of Primary Data Collection. Himalayan Journal of Sociology and Anthropology, 1, 51-63.
Peacock, M. (2001). Pre-service ESL teachers` beliefs about second language learning: A longitudinal study. System, 29(2), 177-195.
Peng, J. E. (2011). Changes in language learning beliefs during a transition to tertiary study: The mediation of classroom affordances. System. 39(3), 314-324.
Sakui, K., & Gaies, S. J. (1999). Investigating Japanese learners` beliefs about language learning. System, 27(4), 473-492.
Siebert, L. (2003). Student and teacher beliefs about language learning. Foreign Language Annals, 33(4), 394-420.
Swetnam, D. (2007). Writing your Dissertation: How to plan, prepare and present your work successfully. Oxford: How to Books.
Tanaka, K., & Ellis, R. (2003). Study-abroad, Language Proficiency, and Learner Beliefs about Language Learning. Japan Association for Language Teaching, 25(1), 63-85.
Truitt, S. N. (1995). Beliefs about Language Learning: A Study of Korean University Students Learning English. Texas Papers in Foreign Language Education, 2(1), 1-14.
Uckun, B., Tohumo lu, G., & Utar, S. (2011). The Relationship between General Motivation and Situation-Specific Attitudes and Beliefs Related to Learning English for Academic Purposes: Its Impact on Academic Success.University of Gaziantep Journal of Social Science, 10(1), 547-569.
Ushioda, E. (2009). A person-in-context relational view of emergent motivation, self and identity. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 215–228). Bristol: Multilingual Matters.
van Lier, L. (1996). Interaction in the Language Curriculum: Awareness, Autonomy, and Authenticity. London: Longman.
van Lier, L. (2007). Action-Based Teaching, Autonomy and Identity. Innovation in Language Learning and Teaching, 1(1), 46-65.
Victori, M., & Lockhart, W. (1995). Enhancing metacognition in self-directed language learning. System, 23(2), 223-234.
Wang, F. (2009, July 14). MOE denies plan to test students for English listening. Taipei Times. Retrieved from http://www.taipeitimes.com/News/taiwan/archives/2009/07/14/
Wenden, A. L. (1998). Metacognitive Knowledge and Language Learning1. Applied linguistics, 19(4), 515.
Wenden, A. L. (1999). An introduction to metacognitive knowledge and beliefs in language learning: Beyond the basics. System, 27(4), 435-441.
Wu, M. (2011). 307-335 Learners’ Beliefs and the Use of Metacognitive Language-learning Strategies of Chinese-speaking ESL Learners. The Asian EFL Journal Quarterly, 13(2), 307-335.
Yang, N. D. (1999). The relationship between EFL learners` beliefs and learning strategy use. System, 27(4), 515-535.
Yang, J. S., & Kim, T. Y. (2011). Sociocultural analysis of second language learner beliefs: A qualitative case study of two study-abroad ESL learners. System, 39(3), 1-10
Zhong, Q. (2010). The Effect of Chinese ESL Learners’ Beliefs on their Autonomous Learning. Studies in Self-Access Learning Journal, 1 (3). pp. 212-225
描述 碩士
國立政治大學
英國語文學研究所
96551019
100
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0096551019
資料類型 thesis
dc.contributor.advisor 招靜琪zh_TW
dc.contributor.advisor Chao, Chin Chien_US
dc.contributor.author (Authors) 洪郁閔zh_TW
dc.contributor.author (Authors) Hung, Yu Minen_US
dc.creator (作者) 洪郁閔zh_TW
dc.creator (作者) Hung, Yu Minen_US
dc.date (日期) 2011en_US
dc.date.accessioned 24-Oct-2012 16:02:38 (UTC+8)-
dc.date.available 24-Oct-2012 16:02:38 (UTC+8)-
dc.date.issued (上傳時間) 24-Oct-2012 16:02:38 (UTC+8)-
dc.identifier (Other Identifiers) G0096551019en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/54002-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學研究所zh_TW
dc.description (描述) 96551019zh_TW
dc.description (描述) 100zh_TW
dc.description.abstract (摘要) 本文旨在探討學習者的語言學習信念之動態本質。研究對象為兩位北部英語教學所的碩士生，研究方法主要包含半結構式訪談和研究對象自己寫的英語學習歷程，目的在於了解研究對象在人生各個階段的語言學習信念。資料分析方式採用「整體—內容」的分析法。研究結果顯示研究對象的學習信念會依他們和其所在情境的互動關係而改變，而這樣的改變彰顯了學習信念並非固定不變。而是動態的。此外，研究結果發現學習信念和情境、自我、以及身分相關。值得點出的是，雖然學習信念會依情境而改變，但是重點並非情境本身，而是學習者如何看待和解讀情境。除了情境因素，本研究亦探討不同自我（理想自我和應該自我）與身份（核心身份和情境身份）如何影響學習者的語言信念。在所有階段，兩位研究對象都表示努力是語言學習的關鍵，而學習者和所學語言之間的關係會決定學習者願意投入多少心力在語言學習上。最後於文末提出教學和研究上的建議。zh_TW
dc.description.abstract (摘要) The study aims to explore the dynamic nature of learner belief through investigating two Taiwanese MA-TESOL students` beliefs at different stages of their lives. The participants are two TESOL MA students in a graduate school in northern Taiwan. Data collection methods mainly include written narratives and semi-structured interviews. The data collected are further analyzed using a holistic-content approach. The results of the study show that the participants` beliefs shift in interaction with the context and thus reveal that the nature of learner belief is dynamic. Moreover, the study indicates that learner belief is connected with context, self, and identity. It is noted that what really matters is not the context itself but how learners perceive and interpret the context. Then, the conceptions of ideal self vs. ought-to self and core identity vs. situated identity are introduced to shed light on their relationship with learner belief. Across all stages, while both participants claimed that effort is critical to language learning, it is how they relate themselves to the target language that determine how much effort that they are willing to make into language learning. Finally, it is expected that the study can help educators as well as researchers better understand the dynamic nature of learner belief. Pedagogical implications and suggestions for future research are provided at the end of the thesis.en_US
dc.description.tableofcontents Acknowledgements.....................................iii
Chinese Abstract.....................................vii
English Abstract.....................................viii
Chapter
1.Introduction...........................................1
Background of the Study..............................1
Purpose of the Study.................................3
Research Questions...................................3
2.Literature Review......................................5
Learner Belief.......................................5
The formation of Learner Belief......................8
The Dynamic Nature of Learner Belief.................10
3.Methodology............................................15
Participants.........................................15
Data Collection......................................16
Data Analysis........................................21
4.Findings...............................................23
Brian................................................23
Brian`s Language Leaning Story.....................23
Brian`s Learner Beliefs............................34
What English Means to Brian........................37
Summary of Brian’s Case ..........................39
Lily.................................................43
Lily`s Language Leaning Story......................43
Lily`s Learner Beliefs.............................51
What English Means to Lily.........................55
Summary of Lily’s Case ...........................55
5.Cross-Case Analysis and Discussion.....................59
Research Question One and Two........................59
Research Question Three..............................67
6.Conclusion.............................................75
Summary of the Study.................................75
Pedagogical Implications.............................76
Limitations of the Study.............................78
Suggestions for Future Research..........................79
Conclusion...............................................80
References...............................................81
Appendices...............................................88
A. The Protocol and Questions for the FirstInterview.....88
B. Interview Questions for the Second Interview .........91
C. A Supplementary Note from Lily........................93
D. A Sample of the Written Narrative (English Version)...96
E. A Sample of the Written Narrative (Chinese Version)...98
F. A Sample of the First Interview Transcription....... 101
G. A Sample of the First Interview Transcription…………103		zh_TW
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0096551019en_US
dc.subject (關鍵詞) 學習者信念zh_TW
dc.subject (關鍵詞) 英語學習經驗zh_TW
dc.subject (關鍵詞) 自我zh_TW
dc.subject (關鍵詞) 身分zh_TW
dc.subject (關鍵詞) learner beliefen_US
dc.subject (關鍵詞) English learning experienceen_US
dc.subject (關鍵詞) selfen_US
dc.subject (關鍵詞) identityen_US
dc.title (題名) 探討學習者的語言學習信念之動態本質： 兩位英語教學所碩士生的個案研究zh_TW
dc.title (題名) Focusing on the dynamic nature of learner belief： a case study on two TESOL MA studentsen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Amuzie, G. L., & Winke, P. (2009). Changes in language learning beliefs as a result of study abroad. System, 37(3), 366-379.
Barcelos, A. M. F. (2003). Researching beliefs about SLA: A critical review. In P. Kalaja and A. M. F. Barcelos (Eds.), Beliefs about SLA: New research approaches (pp. 7-33). Dordrecht: Kluwer Academic Publishers
BarcelosA., & Kalaja, P. (2003). Conclusion: Exploring possibilities for future research on beliefs about SLA. In P. Kalaja and A. M. F. Barcelos (Eds.), Beliefs about SLA: New research approaches (pp. 231-238). London: Kluwer Academic Publishers
Benson, P., & Lor, W. (1999). Conceptions of language and language learning. System, 27(4), 459-472.
Benson, P., & Nunan, D. (2005). Learners` stories: Difference and diversity in language learning. Cambridge: Cambridge University Press.
Bernat, E., Carter, N., & HALL, D. (2009). Beliefs about language learning: Exploring links to personality traits. University of Sydney Papers in TESOL, 4, 115-148.
Bernat, E., & Gvozdenko, I. (2005). Beliefs about language learning: Current knowledge, pedagogical implications, and new research directions. TESL-EJ, 9(1), 1-21.
Block, D. (1997). Learning by listening to language learners. System, 25(3), 347-360.
Cheng, Y. (2001). Learners’ beliefs and second language anxiety. Concentric: Studies in English Literature and Linguistics, 27(2), 75-90.
Cotterall, S. (1995). Readiness for autonomy: Investigating learner beliefs. System, 23(2), 195-205.
Cotterall, S. (1999). Key variables in language learning: what do learners believe about them? System, 27(4), 493-513.
Dufva, H. (2003). Beliefs in dialogue: A Bakhtinian view. In Kalaja, P., & Barcelos, A. M. F. (Eds.), Beliefs about SLA: New research approaches (pp. 131-151). London: Kluwer Academic Publishers.
Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9–42). Bristol: Multilingual Matters.
Ellis, R. (2002). A metaphorical analysis of learner beliefs. In P. Burmeister, T.
Piske and A. Rohde (Eds.), An integrated view of language development: Papers
in honor of Henning Wode. Trier, Germany: Wissenschaftlicher Verlag.
Epstein, S. (1990). Cognitive-experiential self-theory. In L. Pervin (Ed.), Handbook of personality: Theory and research (pp. 165-192). New York: Guilford.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive- developmental inquiry. American psychologist, 34(10), 906.
Freeman, D. L., & Cameron, L. (2008). Research methodology on language development from a complex systems perspective. The Modern Language Journal, 92(2), 200-213.
Gabillon, Z. (2005). L2 learner’s beliefs: An overview. Journal of Language and Learning, 3(2), 233-260.
Gee, J. P. (1999). An introduction to discourse analysis: Theory and method. London: Routledge.
Goh, C. (1997). Metacognitive awareness and second language listeners. ELT journal, 51(4), 361.
Horwitz, E. K. (1985). Using student beliefs about language learning and teaching in the foreign language methods course. Foreign Language Annals, 18(4), 333-340.
Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. The Modern Language Journal, 72(3), 283-294.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132.
Hosenfeld, C. (2003). Evidence of emergent beliefs of a second language learner: A diary study. In Kalaja, P., & Barcelos, A. M. F. (Eds.), Beliefs about SLA: New research approaches (pp. 37-55). London: Kluwer Academic Publishers.
Kalaja, P. (1995). Student beliefs (or metacognitive knowledge) about SLA reconsidered. International Journal of Applied Linguistics, 5(2), 191-204.
Kern, R. G. (1995). Students` and teachers` beliefs about language learning. Foreign Language Annals, 28(1), 71-92.
Kim, T. Y. D., & Yang, J. S. (2010). Learner beliefs in study-abroad experience: A qualitative case study of two Korean ESL learners. English Teaching, 65(2), 75-98.
Lemke, J. L. (2002). Language development and identity: Multiple timescales in the social ecology of learning. Language acquisition and language socialization: Ecological perspectives, 68-87.
Li, F. (2010). Relationship between EFL Learners’ Belief and Learning Strategy Use by English Majors in Vocational Colleges. Journal of Language Teaching and Research, 1(6), 858-866.
Liao, P. S., & Chiang, M. Y. (2004). How college students` beliefs about English learning relate to their strategy use. Academic Journal of National Hsinchu University of Education, 19, 137-154.
Lieblich, A., Tuval-Mashiach, R., & Zilber, T. (1998). Narrative research: Reading, analysis and interpretation (Vol. 47) London: Sage.
Loewen, S., Li, S., Fei, F., Thompson, A., Nakatsukasa, K., Ahn, S., & Chen, X. (2009). Second language learners` beliefs about grammar instruction and error correction. The Modern Language Journal, 93(1), 91-104.
Mantle-Bromley, C. (1995). Positive attitudes and realistic beliefs: Links to proficiency. The Modern Language Journal, 79(3), 372-386.
Manchón, R. M. (2009). Individual differences in foreign language learning. Spanish Journal of Applied Linguistics, 22, 245-268.
Mercer, S. (2011). The beliefs of two expert EFL learners. The Language Learning Journal, 39(1), 57-74.
Mori, Y. (1999). Epistemological beliefs and language learning beliefs: What do language learners believe about their learning? Language learning, 49(3), 377-415.
Nikitina, L. (2006). Re-examining Horwitz’s Beliefs About Language Learning Inventory (BALLI) in the Malaysian Context. Electronic Journal of Foreign Language Teaching, 3(2), 209-219.
Oxford, R. L. (1990). Language learning strategies and beyond: A look at strategies in the context of styles. Shifting the instructional focus to the learner, 35-55.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of educational research, 62(3), 307-332.
Parajuli, B. K. (2008). Questionnaire: A Tool of Primary Data Collection. Himalayan Journal of Sociology and Anthropology, 1, 51-63.
Peacock, M. (2001). Pre-service ESL teachers` beliefs about second language learning: A longitudinal study. System, 29(2), 177-195.
Peng, J. E. (2011). Changes in language learning beliefs during a transition to tertiary study: The mediation of classroom affordances. System. 39(3), 314-324.
Sakui, K., & Gaies, S. J. (1999). Investigating Japanese learners` beliefs about language learning. System, 27(4), 473-492.
Siebert, L. (2003). Student and teacher beliefs about language learning. Foreign Language Annals, 33(4), 394-420.
Swetnam, D. (2007). Writing your Dissertation: How to plan, prepare and present your work successfully. Oxford: How to Books.
Tanaka, K., & Ellis, R. (2003). Study-abroad, Language Proficiency, and Learner Beliefs about Language Learning. Japan Association for Language Teaching, 25(1), 63-85.
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