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題名 解析英語學習社群: 國際演講協會對大學生英語自學之研究
Towards an understanding of a language learning community: a study on a university-based toastmasters international club in Taiwan作者 陳伊寧
Chen, Yi Ning貢獻者 招靜琪
Chao, Chin Chi
陳伊寧
Chen, Yi Ning關鍵詞 學習社群
自主學習
國際演講協會
learning community
autonomy
Toastmasters Clubs日期 2010 上傳時間 4-Sep-2013 14:48:25 (UTC+8) 摘要 本研究旨在了解台灣大學生如何應用校內可及資源－國際演講協會分會，來發展自主學習與加強英語能力。本研究以情境學習理論(Situated Learning Theory)為基礎，採用民族誌(或稱俗民誌、人種誌)研究方法探討國際演講協會社團、社團活動以及其成員們三者之間的互動關係。本研究進行於九十八學年度第二學期，並持續一學期之久，當學期的四十五名社團成員為本研究的研究對象，其中四名社團成員為本研究的焦點研究對象，這四名焦點研究對象各擁有一到四學期不等的國際演講協會社團年資。研究資料透過半結構性訪談、現場觀察和文件資料收集而得，並根據情境學習理論做分析解釋。 研究發現此社團提供大學生課外的英語學習環境，並提供多樣化的資源和社群活動讓其成員透過自發性參與來加強英語溝通能力。四位焦點研究對象皆意識到社團所提供的學習機會並自發地參與社團活動以增進英語溝通能力; 然而，各成員參與社團活動的程度受其對社團的認同感、經驗和年資而有所不同。對社團有著較高認同與較深資歷的成員較常參與社團活動並表現出較多的自主英語學習行為，而這四位焦點研究對象在一學期的參與活動過程中也各自遭遇到問題與衝突。此外本研究也發現，身處學習社群情境脈絡的成員們各自相互影響其社群參與和自主學習，而社群所舉辦的社交活動有助於提升社群凝聚力，並隨之影響成員的活動參與和學習。最後，研究者也提出幾項在學習社群裡學習的重要議題並進一步提供建議，以作為學習社群與英語自學之參考。
This study aimed to obtain an understanding of how a group of Taiwan college students as EFL learners made use of the attainable resources on campus, that is, a Toastmasters International club, to work on autonomous learning and develop English proficiency outside the classrooms. Ethnographical methodology was adopted to explore the relationship among the setting (the club), the activities (club activities), and the persons (the learners as members). All of the club members were the participants of this study, but four of them with diverse experiences in the club were invited to be the focal participants. The data collection stage lasted for one semester (fall, 2009). During this period, qualitative data were elicited from interviews, on-site observation, and document collection, and situated learning theory served as the theoretical and analytic framework. The findings of this study indicated that this club functioned as a valuable environment where members took advantages of its resources and social engagements to develop autonomous English learning. The four focal participants of this study were aware of the affordance of this club and valued the opportunities to engage in the club activities, but the degree of participation among them was influenced by individual commitment and the length of membership in the club. It was found that the seasoned members with higher commitment tended to participate more in the club activities, and they demonstrated more autonomous behaviors in developing language proficiency. During the process of participating in the club activities, all of the four participants encountered diverse problems and conflicts. In addition, members of the learning community exerted influence on one another members’ learning in terms of autonomous behaviors and degree of participation. Moreover, social contacts were of vital importance in strengthening the cohesiveness of the learning community, which influenced members’ participation and learning afterwards. It is suggested that, first, teachers and professors alike could encourage the establishment of learning community since the social and interactive support from the peers in the community is of vital importance for learners’ development of language proficiency and learner autonomy. Second, teachers and experienced members of a community could encourage help-seeking behaviors in an autonomous learning community and pay more attention to learners’ concerns of face-saving. It is hoped that this study could cast light on autonomous language learning community as a structure for future English education in Taiwan.參考文獻 Alexitch, L. R. (2006). Help-seeking and the role of academic advising in higher education. In S. A. Karabenick & R. S. Newman (Eds.), Help-seeking in academic settings: Goals, groups and contexts (pp. 175-202). Mahwah, NJ: Lawrence Erlbaum Associates. Aljaarfreh, A., & Lantolf, J. P. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. The Modern Language Journal, 78, 465-483. Barab, S. A., & Duffy, T. (2000). From practice fields to communities of practice. In D. Jonassen & S. M. Land (Eds.), Theoretical foundations of learning environments (pp. 25-56). Mahwah, NJ: Erlbaum. Barab, S. A., Kling, R., & Gray, J. H. (2004). Introduction: Designing for virtual communities in service of learning. In S. A. Barab, R. Kling, & J. H. Gray (Eds.), Designing for virtual communities in the service of learning (pp. 3-15). UK: Cambridge University Press. Benson, P. (2001). Teaching and researching autonomy in language learning. NY: Longman. Benson, P. (2002). Autonomy and communication. In P. Benson & S. Toogood (Eds.), Learner autonomy 7: Challenges to research and practice (pp.10-28). Dublin: Authentik. Boud, D. (1998). Moving towards autonomy. In D. Boud (Ed.), Developing student autonomy in learning (2nd ed., pp.17-39). London: Kogan Page. Boyd, V., & Hord, S. M. (1994). Principals and the new paradigm: Schools as learning communities. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA. (Eric document Reproduction Service No. ED373428). Breen, M. P. (1986). The social context of language learning: A neglected situation. Studies in Second Language Acquisition, 7, 135-158. Breen, M. P., & Candlin, C. N. (1980). The essentials of a communicative curriculum in language teaching. Applied Linguistics, 1(2), 89-112. Brown, R. (1988). Group process: Dynamics within and between groups. Oxford: Blackwell.Butler, R. (1998). Determinants for help seeking: relations between perceived reasons for classroom help-avoidance and help-seeking behaviors in an experimental context. Journal of Educational Psychology, 90 (14), 630-643. Chamot, A. U., & O’ Malley, J. M. (1994). The CALLA handbook: Implementing the cognitive academic language learning approach. NY: Addison-Wesley.Chang, L. Y.-H. (2007). The influence of group process on learners’ autonomous beliefs and behaviors. System, 35, 322-337. Chang, L. Y.-H. (2010). Group processes and EFL learners’ motivation: A study of group dynamics in EFL classrooms. TESOL Quarterly, 44 (1), 129-154. Chen, C. F. (2000). Public speaking anxiety reduction from the perspective of Toastmaters members in Taipei, Taiwan. Unpublished doctoral dissertation, University of South Dakota, Vermillion, South Dakota.Chou, P. L. (2003). English speech teaching through group dynamics and the modified Toastmasters International speech training program. Unpublished master’s thesis, National Tsing-hua University, Hsinchu, R.O.C.Clement, R., Dörnyei, Z., & Noels, K. (1994). Motivation, self-confidence and group cohesion in the foreign language classroom. Language Learning, 44, 417-488. Deci, E. L. (1996). Why we do what we do: Understanding self-motivation. NY: Penguin. Dörnyei, Z., & Malderez, A., (1997). Group dynamics and foreign language teaching. System, 25 (1), 65-81. Dörnyei, Z., & Murphey, T. (2003). Group dynamics in the language classroom. Cambridge, England: Cambridge University Press.Ehrman, M.E., & Dörnyei, Z. (1998). Interpersonal dynamics in second language education: The visible and invisible classroom. Thousand Oaks, CA: SAGE.Evans, C. R., & Dion, K. L. (1991). Group cohesion and performance: A meta-analysis. Small Group Research, 22, 175-186. Forsyth, D.R. (1990). Group dynamics (2nd ed.). Pacific Grove, CA: Brooks/Cole.Gall, M. D., Borg, W.R., & Gall, J.P. (1996). Educational research: An introduction (6th ed.). NY: Longman. Goody, E. (1989). Learning and division of labor. In M. Coy (Ed.), Anthropological perspectives on apprenticeship. NY: SUNY Press. Graham, R. A. (1972). The school as a learning community. Theory into Practice, 11 (1), 4-8. Gremmo, M. J., & Riley, P. (1995). Autonomy and self-direction in language learning: The history of an idea. System, 23 (2), 151-164. Heath, S. B. (1995). Ethnographies in community: Learning the everyday lives of America’s subordinated youth. In J. Banks (Ed.), Handbook of research on multicultural education (pp. 114-128). NY: Macmillan.Holec, H. (1981). Autonomy in foreign language learning. Oxford: Pergamon. Knowles, M. (1975). Self-directed learning: A guide for learners and teachers. NY: Cambridge: The Adult Education Company. Kohonen, V. (1992). Experiential language learning: Second language learning as cooperative learner education. In D. Nunan (Ed.), Collaborative language learning and teaching (pp.14-39). UK: Cambridge University Press. Lantolf, J. P. (2000). Introducing sociocultural theory. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning. UK: Oxford University Press. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. UK: Cambridge University Press. Little, D. (1991). Learner autonomy 1: Definitions, issues, and problems. Dublin, Ireland: Authentik. Little, D. (1994). Learner autonomy: A theoretical construct and its practical application. Die Neueren Sprachen, 93(5), 430-442. Little, D. (1997). Language awareness and the autonomous language learner. Language Awareness, 6(2/3), 93-104. Littlewood, W. (1996). Autonomy: An anatomy and a framework. System, 24(4), 427-435. Littlewood, W. (1999). Defining and developing autonomy in East Asian contexts. Applied Linguistics, 20 (1), 71-94.McMillan, D. W., & Chavis, D. M. (1986). Sense of community: A definition and theory. American Journal of Community Psychology, 14(1), 6-23. Mok, M. M. C., Kennedy, K. J., Moore, P. J., Shan, P. W. J., & Leung, S. O. (2008). The use of help-seeking by Chinese secondary school students: Challenging the myth of the “Chinese learner,” Evaluation and Research in Education, 21 (3), 188-213. Morrison, K. (2006). Paradox lost: Toward a robust test of the Chinese learner. Education Journal, 34(1), 1-30.Newman, R. S. (1990). Children’s help seeking in the classroom: The role of motivational factors and attitudes. Journal of Educational Psychology, 82 (1), 71-80. Newman, R. S. (2002). How self-regulated learners cope with academic difficulty: The role of adaptive help-seeking. Theory into Practice, 41 (2), 132-138.NCCU Toastmasters. (2009). NCCU Toastmasters New Member Manual. Unpublished manual, National Cheng-chi University, Taipei, R.O.C. Pintrich, P. R. (1997). Should I ask for help? The role of motivation and attitudes in adolescents’ help seeking in math class. Journal of Educational Psychology, 89 (2), 329-341. Riel, M., & Polin, L. (2004). Online learning communities: Common ground and critical differences in designing technical environment. In S. A. Barab, R. Kling, & J. H. Gray (Eds.), Designing for virtual communities in the service of learning (pp. 16-50). UK: Cambridge University Press.Rogoff, B. (1995). Observing sociocultural activity on three planes: Participatory appropriation, guided participation, and apprenticeship. In J. W. Wertsch, P. D. Rio, & A. Alvarez (Eds.), Sociocultural studies of mind. NY: Cambridge University Press. Ryan, R. M. (1991). The nature of the self in autonomy and relatedness. In J. Strauss and G. R. Goethals (Eds.), The self: Interdisciplinary approaches (pp.14-39). NY: Springer. Shaw, M.E. (1981). Group dynamics: The psychology of small group behavior (3rd ed.). NY: McGraw-Hill. Skinner, B., & Madden, M. C. (2010). Help seeking in English language learning. ELT Journal, 64(1), 21-31. Sun, Y. C. (2008). The Toastmasters approach: An innovative way to teach public speaking to EFL learners in Taiwan. RELC Journal, 39(1), 113-130. Toastmasters International. (n.d.). About TI. Retrieved, November 7, 2010, from http://www.toastmasters.org/Members/MembersFunctionalCategories/AboutTI.aspx. Toastmasters International. (2008). Competent Communication: A practical guide to becoming a better speaker. Toastmasters International. (n.d.). What is Toastmasters? Retrieved, November 7, 2010, from http://www.toastmasters.org/MainMenuCategories/WhatisToastmasters.aspxToastmasters International. (n.d.). History: A basement brainstorm. Retrieved, November 7, 2010, from http://www.toastmasters.org/FunctionalMenuCategories/Media/History.aspxToastmasters International. (n.d.). Educational program: Communication and leadership development. Retrieved, November 7, 2010, from http://www.toastmasters.org/MainMenuCategories/WhatisToastmasters/CommunicationandLeadershipTraining.aspxToastmasters International. (n.d.) Financial activities: Jan-Dec. 2008. Retrieved, November 10, 2010, from http://www.toastmasters.org/2008FinRep.aspxToastmaster International, District 67. (n.d). Toastmaster International, District 67. Retrieved, November 7, 2010, from http://www.toastmasters.org.tw Tough, A. (1971). The adult’s learning project. Toronto: Ontario Institute for Education Studies in Education.Vygotsky, L.S. (1978). Mind in society: The development of higher psychological process. Cambridge, MA: Harvard University Press. Watkins, D. A., & Biggs, J. B. (1996). The Chinese learner: Cultural, psychological, and contextual influences. Hong Kong: Comparative Education Research Centre, The University of Hong Kong. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. UK: Cambridge University Press. White, K. W. (1989). Functional communication in adult education: A learning community method. Paper presented at the 22nd Annual Conference “Collaboration, Communication, Creativity: Learning Assistance in the 90s,” Seattle, WA. (Eric Document Reproduction Service No. ED325894).Wilson, S. (1982). The use of ethnographic techniques in educational research. Review of Educational Research, 47(1), 245-265. Yang, Y. F. (2005). Situated learning as a framework for CALL research. In J. L. Egbert and G. M. Petrie (Eds.), CALL research perspectives (pp. 155-168). Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc. 描述 碩士
國立政治大學
英國語文學研究所
96551018
99資料來源 http://thesis.lib.nccu.edu.tw/record/#G0096551018 資料類型 thesis dc.contributor.advisor 招靜琪 zh_TW dc.contributor.advisor Chao, Chin Chi en_US dc.contributor.author (Authors) 陳伊寧 zh_TW dc.contributor.author (Authors) Chen, Yi Ning en_US dc.creator (作者) 陳伊寧 zh_TW dc.creator (作者) Chen, Yi Ning en_US dc.date (日期) 2010 en_US dc.date.accessioned 4-Sep-2013 14:48:25 (UTC+8) - dc.date.available 4-Sep-2013 14:48:25 (UTC+8) - dc.date.issued (上傳時間) 4-Sep-2013 14:48:25 (UTC+8) - dc.identifier (Other Identifiers) G0096551018 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/60013 - 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) 96551018 zh_TW dc.description (描述) 99 zh_TW dc.description.abstract (摘要) 本研究旨在了解台灣大學生如何應用校內可及資源－國際演講協會分會，來發展自主學習與加強英語能力。本研究以情境學習理論(Situated Learning Theory)為基礎，採用民族誌(或稱俗民誌、人種誌)研究方法探討國際演講協會社團、社團活動以及其成員們三者之間的互動關係。本研究進行於九十八學年度第二學期，並持續一學期之久，當學期的四十五名社團成員為本研究的研究對象，其中四名社團成員為本研究的焦點研究對象，這四名焦點研究對象各擁有一到四學期不等的國際演講協會社團年資。研究資料透過半結構性訪談、現場觀察和文件資料收集而得，並根據情境學習理論做分析解釋。 研究發現此社團提供大學生課外的英語學習環境，並提供多樣化的資源和社群活動讓其成員透過自發性參與來加強英語溝通能力。四位焦點研究對象皆意識到社團所提供的學習機會並自發地參與社團活動以增進英語溝通能力; 然而，各成員參與社團活動的程度受其對社團的認同感、經驗和年資而有所不同。對社團有著較高認同與較深資歷的成員較常參與社團活動並表現出較多的自主英語學習行為，而這四位焦點研究對象在一學期的參與活動過程中也各自遭遇到問題與衝突。此外本研究也發現，身處學習社群情境脈絡的成員們各自相互影響其社群參與和自主學習，而社群所舉辦的社交活動有助於提升社群凝聚力，並隨之影響成員的活動參與和學習。最後，研究者也提出幾項在學習社群裡學習的重要議題並進一步提供建議，以作為學習社群與英語自學之參考。 zh_TW dc.description.abstract (摘要) This study aimed to obtain an understanding of how a group of Taiwan college students as EFL learners made use of the attainable resources on campus, that is, a Toastmasters International club, to work on autonomous learning and develop English proficiency outside the classrooms. Ethnographical methodology was adopted to explore the relationship among the setting (the club), the activities (club activities), and the persons (the learners as members). All of the club members were the participants of this study, but four of them with diverse experiences in the club were invited to be the focal participants. The data collection stage lasted for one semester (fall, 2009). During this period, qualitative data were elicited from interviews, on-site observation, and document collection, and situated learning theory served as the theoretical and analytic framework. The findings of this study indicated that this club functioned as a valuable environment where members took advantages of its resources and social engagements to develop autonomous English learning. The four focal participants of this study were aware of the affordance of this club and valued the opportunities to engage in the club activities, but the degree of participation among them was influenced by individual commitment and the length of membership in the club. It was found that the seasoned members with higher commitment tended to participate more in the club activities, and they demonstrated more autonomous behaviors in developing language proficiency. During the process of participating in the club activities, all of the four participants encountered diverse problems and conflicts. In addition, members of the learning community exerted influence on one another members’ learning in terms of autonomous behaviors and degree of participation. Moreover, social contacts were of vital importance in strengthening the cohesiveness of the learning community, which influenced members’ participation and learning afterwards. It is suggested that, first, teachers and professors alike could encourage the establishment of learning community since the social and interactive support from the peers in the community is of vital importance for learners’ development of language proficiency and learner autonomy. Second, teachers and experienced members of a community could encourage help-seeking behaviors in an autonomous learning community and pay more attention to learners’ concerns of face-saving. It is hoped that this study could cast light on autonomous language learning community as a structure for future English education in Taiwan. en_US dc.description.tableofcontents Acknowledgement iiiTable of Contents ivList of Tables viList of Figures viiChinese Abstract viiiEnglish Abstract xChapter 1.Introduction 1 Background 1 Statement of Problems 2 Statement of Purpose 3 Research Questions 4 Significance of the Study 5 Definition of Key Terms 52.Literature Review 8 Autonomy 8 Definition of Autonomy 8 Nature of Autonomy 9 Autonomy in Language Learning 10 Learning Communities 11 Theoretical Background on Learning in a Community 11 Elements of a Community 13 Types of Learning Communities 15 Toastmasters Clubs as Learning Communities 17 History 17 Mission and Features 18 Regular Meetings 22 Toastmasters Clubs in Taiwan 23 University-based Toastmasters Clubs 23 Research on Toastmasters Clubs 243.Methodology 26 The Context of the Study 26 Participants 27 Instruments 30 Data Collection 32 Data Analysis 354.Findings 37 The Community: The Focused University-based TM Club 37 The Four Focal Participants 72 Stella 72 Wayne 85 Clare 98 Olivia 1125.Discussion 127 Cross Case Findings 127 Four Assertions for Discussion 1356.Conclusion 145 Summary of the Study 145 Pedagogical Implications 146 Limitations of the Study 147 Suggestions for Further Study 148 Conclusion 148References 150Appendixes 156A: First Interview Guidelines 156B: Follow-up Interview Guidelines 158C: Post-observational Interview Guidelines 161D: Informed Consent Statement 164LIST OF TABLESTable 1: Toastmasters’ Competent Communication Project 21Table 2: Toastmasters’ Competent Leadership Project 21Table 3: Schedule for Data Collection 34Table 4: Distribution of Members’ Backgrounds in the Fall Semester, 2009 39Table 5: A Sample Regular Meeting Agenda 53Table 6: Introduction of Regular Meeting Sessions and Roles 55Table 7: A Sample Study Group Agenda 61Table 8: Stella’s English Learning in the Club 83Table 9: Wayne’s English Learning in the Club 96Table 10: Clare’s English Learning in the Club 110Table 11: Olivia’s English Learning in the Club 125LIST OF FIGURESFigure 1: Toastmasters International’s Educational System 19Figure 2: Structure of the Officer Team 64 zh_TW dc.format.extent 1673251 bytes - dc.format.mimetype application/pdf - dc.language.iso en_US - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0096551018 en_US dc.subject (關鍵詞) 學習社群 zh_TW dc.subject (關鍵詞) 自主學習 zh_TW dc.subject (關鍵詞) 國際演講協會 zh_TW dc.subject (關鍵詞) learning community en_US dc.subject (關鍵詞) autonomy en_US dc.subject (關鍵詞) Toastmasters Clubs en_US dc.title (題名) 解析英語學習社群: 國際演講協會對大學生英語自學之研究 zh_TW dc.title (題名) Towards an understanding of a language learning community: a study on a university-based toastmasters international club in Taiwan en_US dc.type (資料類型) thesis en dc.relation.reference (參考文獻) Alexitch, L. R. (2006). Help-seeking and the role of academic advising in higher education. In S. A. Karabenick & R. S. Newman (Eds.), Help-seeking in academic settings: Goals, groups and contexts (pp. 175-202). Mahwah, NJ: Lawrence Erlbaum Associates. Aljaarfreh, A., & Lantolf, J. P. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. The Modern Language Journal, 78, 465-483. Barab, S. A., & Duffy, T. (2000). From practice fields to communities of practice. In D. Jonassen & S. M. Land (Eds.), Theoretical foundations of learning environments (pp. 25-56). Mahwah, NJ: Erlbaum. Barab, S. A., Kling, R., & Gray, J. H. (2004). Introduction: Designing for virtual communities in service of learning. In S. A. Barab, R. Kling, & J. H. Gray (Eds.), Designing for virtual communities in the service of learning (pp. 3-15). UK: Cambridge University Press. Benson, P. (2001). Teaching and researching autonomy in language learning. NY: Longman. Benson, P. (2002). Autonomy and communication. In P. Benson & S. Toogood (Eds.), Learner autonomy 7: Challenges to research and practice (pp.10-28). Dublin: Authentik. Boud, D. (1998). Moving towards autonomy. In D. Boud (Ed.), Developing student autonomy in learning (2nd ed., pp.17-39). London: Kogan Page. Boyd, V., & Hord, S. M. (1994). Principals and the new paradigm: Schools as learning communities. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA. (Eric document Reproduction Service No. ED373428). Breen, M. P. (1986). The social context of language learning: A neglected situation. Studies in Second Language Acquisition, 7, 135-158. Breen, M. P., & Candlin, C. N. (1980). The essentials of a communicative curriculum in language teaching. Applied Linguistics, 1(2), 89-112. Brown, R. (1988). Group process: Dynamics within and between groups. Oxford: Blackwell.Butler, R. (1998). Determinants for help seeking: relations between perceived reasons for classroom help-avoidance and help-seeking behaviors in an experimental context. Journal of Educational Psychology, 90 (14), 630-643. Chamot, A. U., & O’ Malley, J. M. (1994). The CALLA handbook: Implementing the cognitive academic language learning approach. NY: Addison-Wesley.Chang, L. Y.-H. (2007). The influence of group process on learners’ autonomous beliefs and behaviors. System, 35, 322-337. Chang, L. Y.-H. (2010). Group processes and EFL learners’ motivation: A study of group dynamics in EFL classrooms. TESOL Quarterly, 44 (1), 129-154. Chen, C. F. (2000). Public speaking anxiety reduction from the perspective of Toastmaters members in Taipei, Taiwan. Unpublished doctoral dissertation, University of South Dakota, Vermillion, South Dakota.Chou, P. L. (2003). English speech teaching through group dynamics and the modified Toastmasters International speech training program. 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