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研究生:蔡宜臻
論文名稱:探討國際社區服務如何影響臺灣高中生英語學習信念之質化個案研究
論文名稱(外文):The Influence of International Community Service on Taiwanese High School Students' Beliefs about English Learning: A Qualitative Case Study
指導教授:黃怡萍黃怡萍引用關係
學位類別:碩士
校院名稱:國立政治大學
系所名稱:英國語文學研究所
學門:人文學門
學類:外國語文學類
論文種類:學術論文
畢業學年度:103
語文別:英文
論文頁數:154
中文關鍵詞:場域英語學習信念國際社區服務
外文關鍵詞:contextEnglish learner beliefinternational community service
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現有文獻指出服務學習對於語言學習之情意因素、文化知識習得以及語言能力有所助益(Caldwell, 2007; Grassi, Hanley &; Liston, 2004; Grim, 2010; Hummel, 2013; Liu, 2012; Polansky et al., 2010; ter Horst &; Pearce, 2010),然而,甚少探討服務學習與學習者信念的相關性。另外,許多研究致力於探究學習者信念之形成及其場域因素(Amuzie &; Winke, 2009; Kaypak &; Ortaçtepe, 2014; Ke &; Cahyani, 2014; Mercer, 2011a; Naghdipour, 2014; Yang and Kim, 2011; Zhong, 2010),但臺灣卻少有此類研究。本文旨在探討臺灣及斯里蘭卡兩種場域中之英語學習者信念,進而了解國際服務學習前後,英語學習者信念之變動性。
為了深度刻畫及完整了解不同場域中之英語學習信念及其變動性,本研究採用質化個案研究方法。為收集研究資料,本研究於國際社區服務前及國際社區服務後分別訪談參與該活動的學生,並採用經常比較法分析三位臺灣高中學生之英語學習信念。
研究結果顯示學生的五項主要英語學習信念,包括(一)英式和美式英文是標準/常見的英文、(二)英語系國家為理想的英語學習環境、(三)具備充足單字量之必要性、(四)自信與敢開口說英文之重要性、(五)以溝通和/或考試為英語學習之目的。此研究結果反應出英語為外語以及英語為共通語兩種場域之特性,並經由信念的變動情況,得知學生經驗與其環境之相互關係如何影響學習者信念。
為了結合國際社區服務與英語學習,本研究亦提供建議,使國際社區服務學習活動得以臻於完善。本文最後將說明本研究之限制並提供未來研究之方向。
While the existing literature on the effects of service learning on second/foreign language learning sheds light on benefits for affective states, acquisition of cultural knowledge and enhancement of language skills (Caldwell, 2007; Grassi, Hanley &; Liston, 2004; Grim, 2010; Hummel, 2013; Liu, 2012; Polansky et al., 2010; ter Horst &; Pearce, 2010), its relation with learner beliefs has not been addressed. Moreover, although contextual factors that shape learner beliefs have aroused researchers' interests (Amuzie &; Winke, 2009; Kaypak &; Ortaçtepe, 2014; Ke &; Cahyani, 2014; Mercer, 2011a; Naghdipour, 2014; Yang and Kim, 2011; Zhong, 2010), few studies of this trend has been conducted in Taiwan. Therefore, the present study aims to explore English learners' beliefs in regard to Taiwanese and Sri Lankan contexts and probe into the changeability of these beliefs after service learning through the contextual approach.
To provide to an in-depth description and holistic understanding of learner beliefs about English learning across different contexts, a qualitative case study was conducted. The present study focuses on three senior high school students’ beliefs collected mainly from interviews before and after the international community service and analyzed with the constant comparative method (Lincoln &; Guba, 1985).
Five significant themes of learner beliefs were identified: (a) British and American English as the standard/common, (b) English-speaking countries as the ideal learning environment, (c) the necessity of adequate vocabulary size, (d) self-confidence and challenge of speaking English, and (e) aiming for communication and/or tests. The findings reflected the features of English learning in EFL and ELF contexts. Also, the students' learning experiences and their interrelationship with different contexts seem to be more influential than the environment itself.
In the attempts to take advantage of the international community service for English learning, this study provides suggestions for modifying the design of community service programs. Limitations of the current study and direction of future studies are also discussed.
Acknowledgement iii
Chinese Abstract vii
English Abstract viii
Chapter
1. Introduction 1
Background of the study 1
Prosperity of service learning 1
Classification of service learning 1
Influence of service learning 3
Research purpose 4
Research questions 5
Definition of terms 5
2. Literature Review 7
Definition and functions of learner beliefs 7
Learner beliefs in different contexts 10
English as a second language (ESL) 10
English as a foreign language (EFL) 13
English as a lingua franca (ELF) 15
Factors influencing/shaping learner beliefs 17
The influence of context on learner beliefs 19
3. Methodology 23
Research design 23
Context 23
Participants 25
Data collection 26
Data analysis 29
Validation 30
Ethics 30
4. Results 33
Mary 33
Summary of Mary's background 33
Mary's beliefs about English learning 34
Bonnie 51
Summary of Bonnie's background 51
Bonnie's beliefs about English learning 51
Wendy 70
Summary of Wendy's background 70
Wendy's beliefs about English learning 70
5. Discussion 89
Research question 1 89
Research question 2 96
Research question 3 104
6. Conclusion 111
Summary of the study 111
Pedagogical implications 113
Limitations of the study 114
Suggestions for future research 115
References 117
Appendixes 127
A. Pre-service Interview Protocol 127
B. Wendy's Post-service Interview Protocol (1) 133
C. Wendy's Post-service Interview Protocol (2) 139
D. Guideline of Journal 151
E. Questionnaire 153

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