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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: 2013-02-04 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.
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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
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