臺灣博碩士論文加值系統

此研究為長達一年之研究計畫。 計畫內容以記錄五位非中文母語的進階中文使用者為對象，分別在台灣台北的某一國際公司內工作。 研究者特別針對這五位非中文母語人員進行追蹤調查，並觀察他們在職責範圍內所使用中文之情況，以便探討他們在語言學習上所使用之進階策略、在工作中常用之慣例、以及人員互動間之自我意識想法，在他們工作環境中來應對台灣工作之夥伴、顧客或其他人員，作為他們在語言學習上交流及溝通所扮演承擔之角色。
研究者花費一個學期的時間，在當事人同意下以建構式面談方式、半建構式面談方式，針對參與者與同事、他人之間之互動溝通模式，加以分析記錄研究。 研究者並對非參與者之細微觀察、分析當事人之電子往來郵件及個人溝通內容、即興思考敘述記錄、回憶敘述記錄、以及專題集體討論之模式，遵循建構扎根理論之硏究方法加以訪查並分析研究之內容。
研究結果顯示研究參與者廣泛使用語言學習策略，並能自我表達極其複雜之中、英混合語言形態。 但令人意外的，研究參與者使用(在研究者的認知下)未曾探討過的語言學習模式，在此稱之為”語言優勢理論”(簡稱語勢論)。 總括來說，語勢論指演講者對所選擇的話題內容經過特殊地即刻性確認方法，在經過縝密性翻譯分析過對講者之語言旁側提示、對講者之語用學、及初步招呼用語後，迫使對講者需依附在演講者所建搭之溝通內容模式及語言下來完成應對。 在這過程當中，演講者倚靠著非常縝密且設計過的插話及語用表達言詞，來達成外語學習之效果。 在研究結果及限度之敘述後，研究者也提供些許對未來研究之建議，並針對未來能夠發展的研究方向作些微之討論。

This study reports on the findings of a one-year project that explored the ways in which five advanced NNC (non-native Chinese) who were employed in an international company in Taipei, Taiwan engaged in the processes of employing Mandarin Chinese in their professional lives; more specifically, it investigates these focal participants’ advanced language learning strategies, on-the-job language use, and self-reported meta-cognitive reflections as they interacted with their Chinese-speaking colleagues, clients, and “others” whom they indicated as playing a role in their aggregate language learning.
Collected over the course of one academic semester, data were gathered via structured / semi-structured interviews with the focal participants, their colleagues, and, with the focal participants’ permission, “others” with whom they interacted, as well as non-participant observation, analysis of relevant e-mail documents and other focal-participant-generated electronic text, personal communication, think-aloud protocol, stimulated recall, and focus group interviews, and analyzed according to the Grounded Theory (Strauss & Corbin, 1998) approach to data collection analysis.
Results indicated that the focal participants engaged in a wide array of advanced language-learning strategies (Oxford, 1989), expressed themselves in an extremely complex code-mixed “morphed” version of Chinese and English, and most surprisingly, employed a heretofore unexplored (to the author’s knowledge) language “weapon” the researcher came to refer to as “Linguistic Dominance Theory” (LDT). In a nutshell, LDT characterizes the ways that interlocutors manipulate paralinguistic cues, topic selection, pragmatics, and initial salutation utterances in order to force the counter interlocutor to continue the linguistic episode in the linguistic code s/he determines. Following a description of the study findings and limitations, a number of suggestions are presented that might serve as valuable additions to the existing literature on the teaching and learning of foreign languages in Taiwan and beyond.

TABLE OF CONTENTS

中文摘要 iii
Abstract iv
Acknowledgements vi

Chapter One INTRODUCTION 1
1.1 Research Background 1
1.1.1 Origin 1
1.1.2 The Construct of Polyglot 2
1.1.3 Why Canadians 3
1.1.4 Rationale 5
1.2 Purpose of Study 8
1.3 Statement of the Problem 9
1.4 Significance of the Study 11
1.5 Terminology 12
1.6 Preview of the Rest of the Thesis 15

Chapter Two LITERATURE REVIEW 16
2.1 Introduction 16
2.2 General View of Second Language Acquisition 16
2.3 Schumann’s Social Distance Theory 18
2.4 Vygotsky’s Zone of Proximity and Scaffolding 19
2.5 Krashen’s Input Hypotheses 20
2.6 Csikszentmihalyi’s Concept of Flow 21
2.7 Spolsky’s General Model of Second Language Learning 24
2.8 English as the World Language 26
2.9 English Speakers’ Foreign Language-Learning Problems 27
2.10 Chinese as a Foreign Languages 28
2.11 Language Learning Strategies 29
2.11.1 Development of Strategy Inventory of Language Learning 31
2.11.2 Strategy Inventory Language Learning in Practice 31
2.12 Successful Language Learners 32
2.12.1 Characteristics of Good Language Learners 33
2.12.2 Why to Learn from Good Language Learners 34
2.13 Conceptual Metaphor 35
2.14 Examples of Metaphors 36
2.15 Integrative Summary 37

Chapter Three METHOD 39
3.1 Introduction 39
3.2 Participants 39
3.2.1 The Focal Participants 39
3.2.2 The “Other” Participants in the Study 42
3.3 Research Site 42
3.4 Design 43
3.5 Data Sources and Procedure 44
3.5.1 Strategy Inventory of Language Learning 46
3.5.2 Interviews 47
3.5.2.1 Interviews with Focal Participants 48
3.5.2.2 Interviews with Focal Participants’ “Others” 49
3.5.2.3 Classroom Observations 50
3.5.2.4 Think-Aloud Protocols 50
3.5.2.5 Stimulated-Recall Sessions 51
3.5.2.6 Personal Correspondence 51
3.5.2.7 Process Logs 51
3.5.2.8 Memos 52
3.6 Data Analysis 52
3.6.1 An Example of the Data Collection and Coding Process 53
3.7 Researcher 59

Chapter Four FOCAL PARTICIPANT PROFILES 61
4.1 Focal Participant One 61
4.1.1 Learning Mandarin Chinese 62
4.1.2 SILL Score and Analysis 62
4.2 Focal Participant Two 63
4.2.1 Learning Mandarin Chinese 64
4.2.2 SILL Score and Analysis 65
4.3 Focal Participant Three 66
4.3.1 Learning Mandarin Chinese 66
4.3.2 SILL Score and Analysis 67
4.4 Focal Participant Four 68
4.4.1 Learning Mandarin Chinese 68
4.4.2 SILL Score and Analysis 69
4.5 Focal Participant Five 70
4.5.1 Learning Mandarin Chinese 71
4.5.2 SILL Score and Analysis 71
4.6 Integrative Summary of Focal Participants’ SILL 72

Chapter Five RESULTS 81
5.1 Overview 81
5.2 Open Coding 81
5.3 Axial Coding 82
5.4 Selected Coding 85
5.4.1 Participant’s Background and Language Learning Experience 90
5.4.2 Participant’s Language Learning Strategies 91
5.4.3 Participant’s Language Choice, Distraction Factors and Negative Impacts 99
5.4.4 Participant’s Characteristics and Views Related to Language Learning 104
5.5 Conceptual Metaphor of the Focal Participants 106

Chapter Six DISCUSSION 110
6.1 Limitations of the Study 110
6.1.1 Limitations of the Interpretation 110
6.1.2 Limitations of the Ethical Dilemmas 111
6.2 Discussion for the Findings in Terms of the Research Questions 111
6.2.1 Research Question One 112
6.2.2 Research Question Two 130
6.2.3 Research Question Three 134
6.3 Implications for the Field 150
6.3.1 Pedagogical Implications 150
6.3.2 Recommendations for Further Research 152
6.4 Conclusion 153
References 157
Appendix A Interview Time Table with Focal and Non-focal Participants 168
Appendix B Sample Letter of Introduction to Focal Participants 169
Appendix C Strategy Inventory for Language Learning (SILL) 170
Appendix D Sample Interview Guides 184
Appendix E Sample Interviews for Open Coding 186
Appendix F Sample Lists of Axial Coding 327
Appendix G Sample List of Categories for Selected Coding 351

List of Tables and Figures
TABLES:
Table 4-1. Summary of Focal Participants’ SILL Scores and Variances
Table 4-2. Individual SILL Strategy Comparison with R2 Values
Table 4-3. Individual SILL Strategy Comparison with R2 Values in Array Format
Table 5-1. Selected Coding for Participants’ Background and Learning Experience
Table 5-2. Selected Coding for Participants’ Language Learning Strategies
Table 5-3. Selected Coding for Participants’ Language Choice, Distraction Factors, and Negative Impacts
Table 5-4. Selected Coding for Participants’ Personal Characteristics and Views Related to Language Learning
Table 6-1. Language Exchange Matrix

FIGURES:
Figure 2-1. Spolsky’s General Model of Foreign Language Learning
Figure 4-1. SILL Hexagram for Focal Participant One
Figure 4-2. SILL Hexagram for Focal Participant Two
Figure 4-3. SILL Hexagram for Focal Participant Three
Figure 4-4. SILL Hexagram for Focal Participant Four
Figure 4-5. SILL Hexagram for Focal Participant Five
Figure 4-6. Focal Participants’ SILL Scores in Column Chart
Figure 4-7. SILL Hexagram for All Focal Participants
Figure 4-8. Memory vs. Cognitive Strategies
Figure 4-9. Memory vs. Compensation Strategies
Figure 4-10. Memory vs. Metacognitive Strategies
Figure 4-11. Memory vs. Affective Strategies
Figure 4-12. Memory vs. Social Strategies
Figure 4-13. Cognitive vs. Compensation Strategies
Figure 4-14. Cognitive vs. Metacognitive Strategies
Figure 4-15. Cognitive vs. Affective Strategies
Figure 4-16. Cognitive vs. Social Strategies
Figure 4-17. Compensation vs. Metacognitive Strategies
Figure 4-18. Compensation vs. Affective Strategies
Figure 4-19. Compensation vs. Social Strategies
Figure 4-20. Metacognitive vs. Affective Strategies
Figure 4-21. Metacognitive vs. Social Strategies
Figure 4-22. Affective vs. Social Strategies
Figure 6-1. Wheel of Aggressive Language Learning
Figure 6-2. Revised Spolsky’s General Model of Second Language Learning

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