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題名 一位國中生的第一次出國遊學經驗：個案研究語言學習者之個人概念改變與挑戰
Taking the very first overseas study trip: a case study on a junior high EFL learner’s identity change and challenges
作者 吳怡萱
Wu, Yi Hsuan
貢獻者 招靜琪
Chao, Chin Chi
吳怡萱
Wu, Yi Hsuan
關鍵詞 出國遊學
語言學習者個人概念
想像社群
個案研究
study abroad
language learner identity
imagined community
case study
日期 2012
上傳時間 4-二月-2013 09:44:10 (UTC+8)
摘要 出國讀書一向被視為外語學習者培養外語能力的好方法。本研究旨在透過記錄一位名為Jenny的國中生至美國的短期遊學經驗，以探究短期遊學對外語學習者的學習歷程及個人概念改變的影響。
本研究方法採用質性研究，研究工具為日記、文件、及半結構式訪談，Jenny的英語學習經驗被分成三大部分：遊學前經驗、遊學中經驗、及遊學結束三個月後的經驗。透過分析這些資料，本研究討論了以下幾點：Jenny在外國環境遇到的困難與挑戰、她不斷改變的想像社群及個人概念、及短期遊學對Jenny對英語學習及個人身為英語學習者的看法與影響。
研究結果顯示Jenny遇到的困難包括(1)和寄宿家庭成員建立關係。(2)在學校情境遇到衝突。(3)和以英語為母語的本地人相處過程中的困難。這過程中， Jenny的個人概念及想像社群也一直受到挑戰與修正，引發她對自己的個人概念及自己身為語言學習者更深層的了解。除此之外，短期遊學後，Jenny對自己身為台灣人有了新的觀點，對自己國家的信念也加強了。
最後，依據本研究結果，對於出國學習計畫設計者、教育學者、及英語教師進一步提供相關建議，以期能使出國遊學者的旅程更加豐富且有幫助。
Study abroad (SA) has been regarded as a great way to help learners develop foreign language proficiency. The major purpose of this study is to explore how short-term SA experience can affect the learning trajectory and the identity (re)construction of a Taiwanese junior high school student called Jenny through investigating her short-term study trip to the U.S.
A qualitative method was adopted in this case study. Data were collected through diaries, documentation, and three semi-structured interviews. Jenny`s English learning experiences were explored longitudinally by categorizing them into three main phases: the pre-SA experience, the during-SA experience, and the three-month-later post-SA experience. By analyzing the data collected, the difficulties and challenges that Jenny encountered in the foreign context, her changing imagined communities and identity, and the impact this short-term SA experience had on her perspectives on English leaning and herself as an English learner were discussed.
It was found that Jenny encountered some difficulties during the trip and she struggled to (1) build up relations with members of her host family, (2) resolve the conflicts in school context, and (3) deal with the difficulties when interacting with target language speakers. Moreover, just as Norton’s(2011) definition of identity provided, Jenny`s identity and her identification with her imagined American community had been constantly challenged and revised during the trip, leading to the deeper realization of her identity and herself as a language learner. Other than that, after the trip Jenny`s commitment toward her native country was strengthened because she cultivated a new perspective toward her identity as a Taiwanese and redefined her relationship with her vernacular world.
Finally, pedagogical implications and suggestions derived from the discussions were proposed for SA program designers, language educators, and English teachers to make the SA trips more fruitful and beneficial for language learners.
參考文獻 Allen, H. W. (2010). What shapes short-term study abroad experiences? A comparative case study of students` motives and goals. Journal of Studies in International Education, 4(5), 452-470.
Allen, H. W., Dristas, V., & Mills, N. (2006). Cultural learning outcomes and summer study abroad. In M., Mantero (Ed.), Identity and second language learning:Culture, inquiry, and dialogic activity in educational contexts (pp. 187-214).Charlotte: Information Age Publishing.
Allen, H. W. & Herron, C. A. (2003). A mixed methodology investigation of the linguistic and affective outcomes of summer study abroad. Foreign Language Annals, 36, 370-384.
Anderson, B. (1991). Imagined communities: Reflections on the origin and spread of nationalism. London: Verso.
Bacon, M. S. (2002). Learning the rules: language development and cultural adjustment during study abroad. Foreign Language Annals, 35, 637-646.
Bailey, K. M. (1980). An introspective analysis of an individual language learning experience. In R. Scarcella & S. Krashen (Eds.), Research in second language acquisition: Selected papers of the Los Angeles second language acquisition research forum (pp. 58–65). Rowley, MA: Newbury House.
Bailey, K. M. & Ochsner, R. (1983). A methodological review of the diary studies: windmill tilting or social science? In K.M. Bailey, M. H. Long, & S. Peck (Eds.), Second language acquisition studies (pp.188-198). Rowley, Mass: Newbury House.
Bakhtin, M. M. (1981). The dialogic imagination: Four essays. Austin: University of Texas Press.
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描述 碩士
國立政治大學
英語教學碩士在職專班
98951001
101
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0098951001
資料類型 thesis
dc.contributor.advisor 招靜琪zh_TW
dc.contributor.advisor Chao, Chin Chien_US
dc.contributor.author (作者) 吳怡萱zh_TW
dc.contributor.author (作者) Wu, Yi Hsuanen_US
dc.creator (作者) 吳怡萱zh_TW
dc.creator (作者) Wu, Yi Hsuanen_US
dc.date (日期) 2012en_US
dc.date.accessioned 4-二月-2013 09:44:10 (UTC+8)-
dc.date.available 4-二月-2013 09:44:10 (UTC+8)-
dc.date.issued (上傳時間) 4-二月-2013 09:44:10 (UTC+8)-
dc.identifier (其他 識別碼) G0098951001en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/56933-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description (描述) 98951001zh_TW
dc.description (描述) 101zh_TW
dc.description.abstract (摘要) 出國讀書一向被視為外語學習者培養外語能力的好方法。本研究旨在透過記錄一位名為Jenny的國中生至美國的短期遊學經驗，以探究短期遊學對外語學習者的學習歷程及個人概念改變的影響。
本研究方法採用質性研究，研究工具為日記、文件、及半結構式訪談，Jenny的英語學習經驗被分成三大部分：遊學前經驗、遊學中經驗、及遊學結束三個月後的經驗。透過分析這些資料，本研究討論了以下幾點：Jenny在外國環境遇到的困難與挑戰、她不斷改變的想像社群及個人概念、及短期遊學對Jenny對英語學習及個人身為英語學習者的看法與影響。
研究結果顯示Jenny遇到的困難包括(1)和寄宿家庭成員建立關係。(2)在學校情境遇到衝突。(3)和以英語為母語的本地人相處過程中的困難。這過程中， Jenny的個人概念及想像社群也一直受到挑戰與修正，引發她對自己的個人概念及自己身為語言學習者更深層的了解。除此之外，短期遊學後，Jenny對自己身為台灣人有了新的觀點，對自己國家的信念也加強了。
最後，依據本研究結果，對於出國學習計畫設計者、教育學者、及英語教師進一步提供相關建議，以期能使出國遊學者的旅程更加豐富且有幫助。		zh_TW
dc.description.abstract (摘要) Study abroad (SA) has been regarded as a great way to help learners develop foreign language proficiency. The major purpose of this study is to explore how short-term SA experience can affect the learning trajectory and the identity (re)construction of a Taiwanese junior high school student called Jenny through investigating her short-term study trip to the U.S.
A qualitative method was adopted in this case study. Data were collected through diaries, documentation, and three semi-structured interviews. Jenny`s English learning experiences were explored longitudinally by categorizing them into three main phases: the pre-SA experience, the during-SA experience, and the three-month-later post-SA experience. By analyzing the data collected, the difficulties and challenges that Jenny encountered in the foreign context, her changing imagined communities and identity, and the impact this short-term SA experience had on her perspectives on English leaning and herself as an English learner were discussed.
It was found that Jenny encountered some difficulties during the trip and she struggled to (1) build up relations with members of her host family, (2) resolve the conflicts in school context, and (3) deal with the difficulties when interacting with target language speakers. Moreover, just as Norton’s(2011) definition of identity provided, Jenny`s identity and her identification with her imagined American community had been constantly challenged and revised during the trip, leading to the deeper realization of her identity and herself as a language learner. Other than that, after the trip Jenny`s commitment toward her native country was strengthened because she cultivated a new perspective toward her identity as a Taiwanese and redefined her relationship with her vernacular world.
Finally, pedagogical implications and suggestions derived from the discussions were proposed for SA program designers, language educators, and English teachers to make the SA trips more fruitful and beneficial for language learners.		en_US
dc.description.tableofcontents Acknowledgements iii
Chinese Abstract viii
English Abstract ix
Chapter One: Introduction 1
Background and Motivation 1
Purpose and Research Questions of the Study 3
Significance of the Study 4
Chapter Two: Literature Review 7
Benefits of SA 7
Product-oriented Research on Linguistic and Cultural Outcomes in Study Abroad Contexts 7
Process-oriented Research on the Process of Learning in Study Abroad Context 9
The Study Abroad Studies in Taiwan 10
Critical Issues that Study Abroad Participants should Face 11
Identity and Imagined Community in Study Abroad Context 12
The Language-identity Connection 12
Definition of Identity 12
Imagined Communities and Imagined Identities 16
Investments and Identities 18
Language Learners’ Identities, Imagined Communities, and Investments in Study Abroad Context 19
Identities, Imagined Communities and Power 22
The Need for Further Studies in Taiwanese Language Learners’ Study Abroad Experiences 23
Chapter Three: Methodology 25
Participant and Context 25
Criteria of Choosing the participant 25
The participant 26
The context 27
Data Collection 27
Semi-structured Interviews 28
Diaries 29
Documentation 30
Procedures 30
Data Analysis 32
Chapter Four: Results 37
Before the Trip 37
Jenny’s Family Background and Previous English Learning Experiences at School 38
Jenny’s Goals towards English Learning and Attitudes towards the Culture of the U.S. 40
What Kind of Language Learner does Jenny Consider Herself 44
The Impact of the Significant Others 45
During the Short-term Study Trip 49
Challenges Jenny Faced and her Responses 50
Jenny’s English Learning Experiences and Critical Events in the U.S. 55
The Impact of the Significant Others during the Trip 57
Three Months after the Short-term SA Experience 59
The Changes of her Opinions toward the Two Uncomfortable Events in the U.S. 60
The Changes of her English Learning Activities 61
The Changes of her Attitude toward the Task of English Learning and herself as an English Learner 62
The Changes of the Role the Country America Plays in her Life and her Attitude toward her Imagined American Community 64
Obstacles of Learning a Foreign Language in an EFL Environment 65
Chapter Five: Discussion 69
Challenges 69
Struggles to Build up Relations with Members of her Host Family 70
Struggles to Resolve the Conflicts in School Context 72
Struggles to Deal with Difficulties when Interacting with Target Language Speakers 75
Identity Change 77
Identity as How a Person Understands His or Her Relationship to the World 77
The Constantly Challenged and Revised Identity and Imagined Community 78
Identification with the Imagined Community 84
Language Learning as Opportunities for the Future and the Construction of Future-self 87
Language Learner’s Resistance or Non-participation in Study Abroad Context 90
The Reality Check in Study Abroad Context 91
Significant Others during her Learning Process 92
Chapter Six: Conclusion 95
Summary of the Findings 95
Pedagogical Implications 96
Limitations of the Study 99
Suggestions for Future Research 100
Conclusion 100
References 101
Appendixes 106
Appendix A: Questions for the Pre-SA Interview 106
Appendix B: Questions for the Post-SA Interview 107
Appendix C: Questions for the Follow-up Interview 108		zh_TW
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0098951001en_US
dc.subject (關鍵詞) 出國遊學zh_TW
dc.subject (關鍵詞) 語言學習者個人概念zh_TW
dc.subject (關鍵詞) 想像社群zh_TW
dc.subject (關鍵詞) 個案研究zh_TW
dc.subject (關鍵詞) study abroaden_US
dc.subject (關鍵詞) language learner identityen_US
dc.subject (關鍵詞) imagined communityen_US
dc.subject (關鍵詞) case studyen_US
dc.title (題名) 一位國中生的第一次出國遊學經驗：個案研究語言學習者之個人概念改變與挑戰zh_TW
dc.title (題名) Taking the very first overseas study trip: a case study on a junior high EFL learner’s identity change and challengesen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Allen, H. W. (2010). What shapes short-term study abroad experiences? A comparative case study of students` motives and goals. Journal of Studies in International Education, 4(5), 452-470.
Allen, H. W., Dristas, V., & Mills, N. (2006). Cultural learning outcomes and summer study abroad. In M., Mantero (Ed.), Identity and second language learning:Culture, inquiry, and dialogic activity in educational contexts (pp. 187-214).Charlotte: Information Age Publishing.
Allen, H. W. & Herron, C. A. (2003). A mixed methodology investigation of the linguistic and affective outcomes of summer study abroad. Foreign Language Annals, 36, 370-384.
Anderson, B. (1991). Imagined communities: Reflections on the origin and spread of nationalism. London: Verso.
Bacon, M. S. (2002). Learning the rules: language development and cultural adjustment during study abroad. Foreign Language Annals, 35, 637-646.
Bailey, K. M. (1980). An introspective analysis of an individual language learning experience. In R. Scarcella & S. Krashen (Eds.), Research in second language acquisition: Selected papers of the Los Angeles second language acquisition research forum (pp. 58–65). Rowley, MA: Newbury House.
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