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研究生:蘇若水
研究生(外文):Ruo-Shuei Su
論文名稱:台灣本籍英語教師的語言與身份認同之探索
論文名稱(外文):Language and Identity Searching:A Case of Non-Native Language Professionals in Taiwan
指導教授:嚴嘉琪嚴嘉琪引用關係李啟範李啟範引用關係
指導教授(外文):Jia-Chyi YanChi-Fan Lee
學位類別:碩士
校院名稱:朝陽科技大學
系所名稱:應用外語研究所
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2008
畢業學年度:96
語文別:英文
論文頁數:121
中文關鍵詞:身份認同非以英語為母語教師訓練敘事研究反思教學
外文關鍵詞:Reflective TeachingIdentityNarrative InquiryTeacher EducationNonnativeness
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摘要
本質性研究主要運用敘事研究的方法來探討台灣本籍英語教師本身英語學習與教學經驗、非以英語為母語的身份在英語教師身份認同過程所扮演的角色、及語言與身份認同之間的關係。參與本研究的包括四位頗具教學經驗的台灣本籍英語教師。資料收集方式包括:(1)深入訪談,(2)課堂觀察,(3)文件分析。
個案分析中主要先描述這四位台灣本籍英語教師過去的英語學習、教學經驗及到國外留學經驗中的重要事件,接著就這些經驗描述及語言和身份認同關係間所出現爭議的議題加以探究。研究結果分兩部份呈現。第一部份主要討論的是台灣英語學習者普遍存在的語言學習焦慮、台灣本籍英語教師及外籍師資的合格與否、及以學位為主要達成目標的留學態度。第二部份則對於值得深思的台灣英文瘋現象、台灣本籍英語教師如何從一個非英語主修的英文老師轉變成英語專家的過程、及英語教育中隱藏的意識形態做深思及探討。另外,本研究也建議將反思教學、合作教學、及涵概語言訓練和Critical Pedagogy教學法應用的教師訓練結合到英語教師的教育課程中,讓教學成為智慧的傳承而不只是日復一日的常規 (Dewey, 1933)。
ABSTRACT
This qualitative study applies narrative inquiry in the exploration of non-native-English- speaking (NNES) teachers’ English learning and teaching experiences, the role of non-nativeness in NNES teacher’s identity re/construction processes, and the relationship between language and identity. Four Taiwanese NNES teachers are recruited as participants. Data is collected through (a) semi-structured in-depth interviews, (b) classroom observations, and (c) written documents.
There are two major parts of the findings. The first part discusses three salient characteristics centered on EFL learners’ English learning anxiety, the doubt about the qualification of NES and NNES teachers, and the Diploma-oriented intercultural learning attitude. The second part examines three perspectives regarding the questionable collective English learning craze, the NNES teachers’ identities transformation from outsider to insider, and the hidden ideology behind English education. In order to make teaching an intellectual rather than a routine task, reflective teaching, collaborative teaching and English teacher education (including language training and the application of Critical Pedagogy) are suggested to incorporate into English teacher training program.
TABLE OF CONTENTS
ABSTRACT i
CHAPTER Ⅰ: INTRODUCTION
Rationale and Theoretical Perspectives …..……..……..………............ 4
The Nature of Identity…………………………………………... 6
Identity……………………………………………………. 6
The Role of Language Teachers…………………............... 7
The Relationship between Language and Identity…..…………... 8
Native Speaker Fallacy…………………………………… 9
Linguistic Imperialism…………………………………..... 11
Worldwide Language Concerns…………………………............. 13
Standard Language Model………………………............... 13
The Concept of World Englishes………………................. 16
Purposes of the Study…………………………………………............... 17
CHAPTER Ⅱ: LITERATURE REVIEW
Literacy Autobiographies………………………………………………. 19
Journeys of NNES Teachers..….……………………………....... 19
Empirical Studies…………………………………………………......... 22
NNES Teachers’ Self-Perceptions………….……….................... 24
The Bias from Administrators……………………..……………. 26
Students’ Attitudes toward NNES Teachers……………..…….... 27
Language Teachers’ Identities…………………..….………….... 29
Research Questions……………………………………………………. 30
CHAPTER Ⅲ: METHODOLOGY
Narrative Inquiry………………………………………………………. 32
Participants…………………………………………………………….. 33
Data Collection………………………………………………………… 36
Data Analysis ….………………………………………………………. 38
The Researcher’s Role…………………………………………………. 39
CHAPTER Ⅳ: CASE STUDIES
VICKY…………………………………………………………………….. 40
Narration of Experiences………………………………………………….. 41
English Learning Experiences……………………………………… 41
An EFL Learner……………………………………................ 41
The Value of a NNES Teacher………………………………. 42
English Teaching Experiences……………………………………… 43
Stepping into a Brand New Field……………………………. 43
Different Identities in Different Contexts…………………… 44
A Babysitter for NES Teachers……………………………… 45
Intercultural Learning Experiences………………………………… 47
The Pilgrimage of English Learning………………………… 47
The Diversity of English…………………………………….. 47
Analysis of Language and Identity……………………………………….. 49
A Language Model vs. a Learner Model…………………………… 49
Context-Dependent Native Speaker Fallacy……………………….. 50
Summary…………………………………………………………………... 51
CHAPTER Ⅴ: DEBBIE
Narration of Experiences………………………………………………….. 53
English Learning Experiences……………………………………… 53
An EFL Learner with Linguistic Intelligence………………... 53
Her ABC Teacher…………………………………………….. 54
The More Native-Like, the Better…………………………… 55
English Teaching Experiences……………………………………… 57
A Novice English Teacher…………………………………… 57
The Ideal English Teacher…………………………………… 58
Intercultural Learning Experiences………………………………… 59
A Mask of British Accent……………………………………. 59
Diploma-Oriented Intercultural Learning Journey…………… 60
Analysis of Language and Identity……………………………………….. 61
Speak vs. Teach…………………………………………………….. 61
Whose Native-Like Standard?……………………………………… 62
Summary…………………………………………………………………... 64
CHAPTER Ⅵ: ANGEL
Narration of Experiences………………………………………………….. 65
English Learning Experiences……………………………………… 65
An EFL Learner……………………………………………… 65
An Inspiring NES Teacher…………………………………… 67
English Teaching Experiences……………………………………… 68
A Failure at Her First Teaching……………………………… 68
Public School vs. Private Language Institutions…………….. 69
The NES Teacher is a French………………………………... 71
Intercultural Learning Experiences………………………………… 72
The Small Square of the Sky………………………………… 72
Analysis of Language and Identity………………………………………… 73
The Label of Non-Nativeness………………………………………. 73
Standard English Model……………………………………………. 74
Summary…………………………………………………………………... 75
CHAPTER Ⅶ: MAMDY
Narration of Experiences………………………………………………….. 78
English Learning Experiences……………………………………… 78
At Junior High School……………………………………….. 78
Her First NES English Tutor…………………………………. 78
Never Too Old to Learn……………………………………… 79
English Teaching Experiences……………………………………… 80
A Defeated Confident NNES Teacher………………………... 80
Collaboration with NES Teachers............................................. 81
Intercultural Learning Experiences…………………………………. 82
Accents and Identity…………………………………………. 83
English Ability vs. Global Competitiveness…………………. 84
Analysis of Language and Identity………………………………………… 85
The Dual Roles……………………………………………………… 85
English Education vs. Globalization………………………………... 86
Summary…………………………………………………………………… 87
CHAPTER Ⅷ: DISCUSSION
Research Questions and Discussion……………………………………….. 89
Research Question (a):…………………….................................................. 89
English Learning Anxiety…………………………………………... 90
The Qualification of English Teachers……………………………… 92
Diploma-Oriented vs. Process-Oriented……………………………. 92
Research Question (b):….……………………………………………......... 94
The Collective English Learning Craze…………………………...... 95
Outsider vs. Insider.…………………………..................................... 96
The Ideology behind English Teaching…………………………….. 97
CHAPTER Ⅸ: SUGGESTIONS AND FUTURE RESEARCH
Suggestions………………………………………………………………… 99
Reflective Teaching…………………………………………………. 99
Collaborative Teaching……………………………………………… 100
Teacher Education…………………………………………………... 102
Future Research……………………………………………………………. 103
Limitations…………………………………………………………………. 104
Conclusion…………………………………………………………………. 105
REFERENCES…………………………………………………………………… 107

LIST OF TABLES AND APPENDIXES
Table 1: Three Major Theoretical Perspectives……………………………….... 5
Table 2: The Three Circles of English………………………………………….. 14
Table 3: A Summary of Literacy Autobiographies...……………………….…... 20
Table 4: A Summary of Empirical Studies……………………………………... 23
Table 5: The Participants’ General Backgrounds and Demographical Information……………………………………………………………. 35

Appendix A: Interview Questions……………………………………………… 116
Appendix B: Consent Form…………………………………………………….. 121
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中文文獻:
莊昆良(2002)。在地性的政治:全球化、新興英文與英語教學的文化反思。英語教學,27,1-16。
黃玫君(2004)。培養學生多元與積極的語言/文化認同:臺灣英語教學的反思與期待。英語教育電子月刊,6。摘錄自: http://ejee.ncu.edu.tw/epaper
張月珍(2003)。英語帝國的解構與再建構:網紀網路全球化時代的語言文化政治。文山評論,1 (35),105-126。
劉建基(2003)。從文化的觀點論臺灣的英語教育:由「全球在地化」談起。第四屆文山國際學術研討會,民92,10月。
廖柏森(2005)。從後殖民主義觀點看臺灣英語學習的熱潮。英語教育電子月刊,20。摘錄自: http://ejee.ncu.edu.tw/epaper/2005_11_08_第20期.htm
天下雜誌(2007)。英語力: 敲開全球化大門。2007親子天下專刊: 教出英語力。
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