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題名 日籍學生在台接受全英文授課之學習歷程與其信念之變化:個案研究
Japanese Student`s Language Learning Experience and Transformation of Beliefs in ETP Programs in Taiwan:A Case Study
作者 蔡正文
貢獻者 招靜琪
Chao, Ching Chi
蔡正文
關鍵詞 深入訪談
語言學習歷程
英語學習信念
ETP課程
質性個案研究
敘事分析
English Language Learning Belief
Language Learning Experience
Qualitative Case Study
Narrative Analysis
In-Depth Interview
ETP Course
日期 2015
上傳時間 4-Jan-2016 16:47:17 (UTC+8)
摘要 本研究旨在了解日本學生的語言學習信念變化，並找出哪些因素在台灣和日本的TESOL環境中影響學生的學習信念的形成和變化。不同於傳統基於問卷的調查，只針對某些固定的學生的學習信念特徵的研究，最近的研究更注重學習信念的動態變化過程。社會文化理論還強調，社會文化環境在學生的思考過程中具有中介的效果。本研究旨在了解日本學生的學習信念是如何受他們的學習經驗影響，而這些經驗在不同的環境如何影響他們的學習信念。本研究使用深度訪談收集資料，採用半結構式訪談每個月針對學生的學習經歷和信念進行一學期五次的資料蒐集。通過Liblich(1998)的方法整理出訪談資料的整體與分類的內容，本研究希望找出在台灣和日本學習語言的意識形態的不同，這些差異和參與者的語言學習信念之關係，以及在台灣的日本學生面臨何種語言學習機會和挑戰。
這項研究的結果是，三位參與者經歷了不同程度的語言學習信念轉變，同時形成新的學習信念。來台灣之前，參與者對於自己的英文能力的自信心高低不一，但他們都相信能夠透過海外留學加強英文能力。在台灣，由台灣以及西方學生所組成的團體使參與者能夠練習英文並表達自己的意見，無須擔心被批評。ETP課程給他們一個機會可以使用英文來學習並溝通。來到台灣一年後，Yoshi對英文能力變得較有自信，且相信策略運用比天生能力來的重要。Taka變得較不在意自己的發音且把注意力放在文化學習上。Ko了解自己天生語言學習能力的極限並開始發展自己的學習策略。在研究建議方面，當未來的研究採用BALLI(Belief About Language Learning Inventory)(Horwitz,1999)分析時也應將親密團體和社會文化等因素加入。在英語教育方面，台灣的大學英語培訓課程應該包括更多的跨文化差異教學，所以當國際學生參加一般ETP(English taught program)時他們將面臨較少的文化衝擊。由於參與者提到與台灣和國際學生的非正式交流對她們的英語學習大有幫助，在ETP課程中教授應考量國際學生的英語水平，並把他們分配在具有相應英語水平的小組中，使他們能夠更快克服學習困難。期望這項研究的結果提供語言教學方法的調整建議，以滿足國際學生，特別是日本學生的需求。
This study was aimed to understand the language learning belief change of Japanese students, and to find out what are the factors in the TESOL environments of Taiwan and Japan that lead to these changes. Unlike the traditional questionnaire-based research, which studied student’s learning belief based on certain critical characteristics; recent studies focused more on the changing process of language learning belief. Socio-cultural theories also stressed that the socio-cultural environment has meditational effects on the student’s thinking process (Furberg, 2009). This study tried to understand how Japanese student’s English learning belief was affected by their learning experiences and how these experiences in the different environments affected their learning belief reciprocally. This study adopted in-depth interviews to collect data, using semi-structured interviews per month for six months to discover how Japanese students’ learning experiences and belief changed in the process. By analyzing the interview data using the holistic-content method proposed by Liblich et al (1998), this study focused on how different language learning ideologies in Taiwan and Japan affected the participants’ learning belief, what opportunities and challenges the Japanese students faced in Taiwan in terms of language learning. Based on the result of this study, the three participants experienced different degrees of language learning belief changes and formed new learning beliefs in the process. Before they came to Taiwan, the participants had different levels of self-confidence and all believed that they could improve their English proficiency by studying abroad.
In Taiwan, the supportive community formed by Taiwanese and Western students allowed the participants to practice English and express their ideas without being afraid of getting judged. The ETP (English Taught Program) offered them an opportunity to use English to both study and communicate on a daily basis. After one year of staying in Taiwan, Yoshi became more confident in his English proficiency and believed more in strategy use than innate language learning ability. Taka was less anxious about his Japanese accent and put more emphasis on learning cultural factors. Ko realized the limitation of his innate language learning ability and began to develop his own language learning strategies. As for theoretical implication, factors like community and socio-cultural influence should be added to BALLI’s (Belief About Language Learning Inventory)(Horwitz,1999) model in analyzing language learning belief in future studies. In terms of pedagogical implication, English training programs in Taiwan’s university should provide more cross-cultural information so that when international students take English taught classes they will encounter less cultural shock. As the participants mentioned that the informal interaction with Taiwanese and Western students assisted their English learning, professors in the ETP classes should consider international students’ English proficiency and put them within groups of appropriate English levels so they can learn with less difficulty.
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描述 碩士
國立政治大學
英國語文學系
102551021
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0102551021
資料類型 thesis
dc.contributor.advisor 招靜琪zh_TW
dc.contributor.advisor Chao, Ching Chien_US
dc.contributor.author (Authors) 蔡正文zh_TW
dc.creator (作者) 蔡正文zh_TW
dc.date (日期) 2015en_US
dc.date.accessioned 4-Jan-2016 16:47:17 (UTC+8)-
dc.date.available 4-Jan-2016 16:47:17 (UTC+8)-
dc.date.issued (上傳時間) 4-Jan-2016 16:47:17 (UTC+8)-
dc.identifier (Other Identifiers) G0102551021en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/80248-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學系zh_TW
dc.description (描述) 102551021zh_TW
dc.description.abstract (摘要) 本研究旨在了解日本學生的語言學習信念變化，並找出哪些因素在台灣和日本的TESOL環境中影響學生的學習信念的形成和變化。不同於傳統基於問卷的調查，只針對某些固定的學生的學習信念特徵的研究，最近的研究更注重學習信念的動態變化過程。社會文化理論還強調，社會文化環境在學生的思考過程中具有中介的效果。本研究旨在了解日本學生的學習信念是如何受他們的學習經驗影響，而這些經驗在不同的環境如何影響他們的學習信念。本研究使用深度訪談收集資料，採用半結構式訪談每個月針對學生的學習經歷和信念進行一學期五次的資料蒐集。通過Liblich(1998)的方法整理出訪談資料的整體與分類的內容，本研究希望找出在台灣和日本學習語言的意識形態的不同，這些差異和參與者的語言學習信念之關係，以及在台灣的日本學生面臨何種語言學習機會和挑戰。
這項研究的結果是，三位參與者經歷了不同程度的語言學習信念轉變，同時形成新的學習信念。來台灣之前，參與者對於自己的英文能力的自信心高低不一，但他們都相信能夠透過海外留學加強英文能力。在台灣，由台灣以及西方學生所組成的團體使參與者能夠練習英文並表達自己的意見，無須擔心被批評。ETP課程給他們一個機會可以使用英文來學習並溝通。來到台灣一年後，Yoshi對英文能力變得較有自信，且相信策略運用比天生能力來的重要。Taka變得較不在意自己的發音且把注意力放在文化學習上。Ko了解自己天生語言學習能力的極限並開始發展自己的學習策略。在研究建議方面，當未來的研究採用BALLI(Belief About Language Learning Inventory)(Horwitz,1999)分析時也應將親密團體和社會文化等因素加入。在英語教育方面，台灣的大學英語培訓課程應該包括更多的跨文化差異教學，所以當國際學生參加一般ETP(English taught program)時他們將面臨較少的文化衝擊。由於參與者提到與台灣和國際學生的非正式交流對她們的英語學習大有幫助，在ETP課程中教授應考量國際學生的英語水平，並把他們分配在具有相應英語水平的小組中，使他們能夠更快克服學習困難。期望這項研究的結果提供語言教學方法的調整建議，以滿足國際學生，特別是日本學生的需求。		zh_TW
dc.description.abstract (摘要) This study was aimed to understand the language learning belief change of Japanese students, and to find out what are the factors in the TESOL environments of Taiwan and Japan that lead to these changes. Unlike the traditional questionnaire-based research, which studied student’s learning belief based on certain critical characteristics; recent studies focused more on the changing process of language learning belief. Socio-cultural theories also stressed that the socio-cultural environment has meditational effects on the student’s thinking process (Furberg, 2009). This study tried to understand how Japanese student’s English learning belief was affected by their learning experiences and how these experiences in the different environments affected their learning belief reciprocally. This study adopted in-depth interviews to collect data, using semi-structured interviews per month for six months to discover how Japanese students’ learning experiences and belief changed in the process. By analyzing the interview data using the holistic-content method proposed by Liblich et al (1998), this study focused on how different language learning ideologies in Taiwan and Japan affected the participants’ learning belief, what opportunities and challenges the Japanese students faced in Taiwan in terms of language learning. Based on the result of this study, the three participants experienced different degrees of language learning belief changes and formed new learning beliefs in the process. Before they came to Taiwan, the participants had different levels of self-confidence and all believed that they could improve their English proficiency by studying abroad.
In Taiwan, the supportive community formed by Taiwanese and Western students allowed the participants to practice English and express their ideas without being afraid of getting judged. The ETP (English Taught Program) offered them an opportunity to use English to both study and communicate on a daily basis. After one year of staying in Taiwan, Yoshi became more confident in his English proficiency and believed more in strategy use than innate language learning ability. Taka was less anxious about his Japanese accent and put more emphasis on learning cultural factors. Ko realized the limitation of his innate language learning ability and began to develop his own language learning strategies. As for theoretical implication, factors like community and socio-cultural influence should be added to BALLI’s (Belief About Language Learning Inventory)(Horwitz,1999) model in analyzing language learning belief in future studies. In terms of pedagogical implication, English training programs in Taiwan’s university should provide more cross-cultural information so that when international students take English taught classes they will encounter less cultural shock. As the participants mentioned that the informal interaction with Taiwanese and Western students assisted their English learning, professors in the ETP classes should consider international students’ English proficiency and put them within groups of appropriate English levels so they can learn with less difficulty.		en_US
dc.description.tableofcontents Acknowledgement..................................iv
Chinese Abstract.................................vi
English Abstract...............................viii
Chapter One: Introduction.........................1
Background........................................1
Purpose of the Study..............................2
Research Questions of the Study...................2
Definition of Terminology.........................3
Chapter Two: Literature Review....................4
The Definition of Language Learning Belief........4
Development of Language Learning Belief Study.....5
Cross Context Language Learning Belief Study......8
Language Learning Ideology in Japan..............10
Language Learning Ideology in Taiwan.............15
Contextual and Language Learning Belief Similarities and Differences......................................18
Chapter Three: Methodology.......................20
The Case Study Method............................20
Participants.....................................20
Data Collection..................................22
Interview Strategy...............................24
Data Analysis Procedure..........................25
Trustworthiness..................................26
The Role of Researcher...........................27
Chapter Four: Individual Cases...................28
Case (1) Yoshi...................................29
Language Learning Background.....................29
English Learning Process.........................30
Expectation and Belief before Studying in Taiwan.45
Expectation and Belief after studying in Taiwan..49
Taiwan’s Perceived Affordance and Challenges for English Learning.........................................50
Conclusion.......................................52
Case (2) Taka....................................55
Language Learning Background.....................55
English Learning Process.........................56
Expectation and Belief before Studying in Taiwan.68
Expectation and Belief after Studying in Taiwan..73
Taiwan’s Perceived Affordance and Challenges for English Learning.........................................75
Conclusion.......................................76
Case (3) Ko......................................79
Language Learning Background.....................79
English Learning Process.........................80
Expectation and Belief before Studying in Taiwan.89
Expectation and Belief after Studying in Taiwan..93
Taiwan’s Perceived Affordance and Challenges for English Learning.........................................96
Conclusion.......................................97
Chapter Five: Cross Cases Analysis..............100
RQ.1 What kind of English learning belief and expectations, of English in particular, did the three Japanese participants have before coming to Taiwan?.........................................100
Social Environment and English Learning.........100
Learning Difficulty and English Learning Belief.103
Significant Others and Critical Events..........106
Expectation and Motivation to Study Abroad......107
RQ.2 To what extent their English learning belief and expectations of English in particular, changed after they came to Taiwan?.................................108
Language Learning Belief Change.................109
Self Confidence and Language Learning Attitude..113
Language Learning Aptitude and Self-Regulation Ability.........................................114
RQ.3 What perceived affordances and challenges does Taiwan serve as an English-learning context for these Japanese students?..............................115
Informal Challenges and Affordance..............116
Formal Education’s Chances and Challenges.......120
Chapter Six: Conclusion.........................123
Summary of the Study............................123
Theoretical Implications........................124
Pedagogical Implications........................124
Limitation and Future Study Suggestion..........125
Reference.......................................126
Appendix 1: Interview questions.................132		zh_TW
dc.format.extent 938071 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0102551021en_US
dc.subject (關鍵詞) 深入訪談zh_TW
dc.subject (關鍵詞) 語言學習歷程zh_TW
dc.subject (關鍵詞) 英語學習信念zh_TW
dc.subject (關鍵詞) ETP課程zh_TW
dc.subject (關鍵詞) 質性個案研究zh_TW
dc.subject (關鍵詞) 敘事分析zh_TW
dc.subject (關鍵詞) English Language Learning Beliefen_US
dc.subject (關鍵詞) Language Learning Experienceen_US
dc.subject (關鍵詞) Qualitative Case Studyen_US
dc.subject (關鍵詞) Narrative Analysisen_US
dc.subject (關鍵詞) In-Depth Interviewen_US
dc.subject (關鍵詞) ETP Courseen_US
dc.title (題名) 日籍學生在台接受全英文授課之學習歷程與其信念之變化:個案研究zh_TW
dc.title (題名) Japanese Student`s Language Learning Experience and Transformation of Beliefs in ETP Programs in Taiwan:A Case Studyen_US
dc.type (資料類型) thesisen_US
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