與其他許多國家一樣，台灣一直在努力通過招募國際學生（ISs）來實現高等教育國際化（Mok，2000）。台灣有大量的國際生來自越南，這個鄰國在貿易，投資，勞動力流動和跨國婚姻方面與台灣建立了密切的關係。本研究乃以語言，身份和投資理論（Darvin ＆ Norton，2015; Norton，1997,2000,2013）探討越南國際學生如何利用他們的多元化語言優勢來駕馭台灣大學環境中的社交和學術活動，他們如何如何審視自身之多語能力，以及他們在台灣求學期間之學習語言投資。本研究採質性個案研究方法，藉由半結構化訪談，參與者自我報告和與參與者的非正式對話等管道收集研究資料。研究結果顯示，越南國際學生的語言使用和學習投資乃受下列三個因素之影響：（1）制度慣例，（2）社會意識形態和（3）社會身份認同。研究結果進一步發現，越南國際學生不僅順服於現有的制度慣例和社會意識形態，亦會藉由人際互動中使用非傳統的溝通模式與某些既有制度慣例和社會意識形態相互抗衡。本研究不僅加深學界對非英語國家之國際生語言使用經驗的瞭解，它還為招收國際生之台灣大學帶來了教學啟示，例如正視國際生之多語能力，允許他們在台灣的社交和學術互動中使用多語溝通模式。

Conforming to the seemingly inevitable globalization processes (Mok, 2000), like many other countries, Taiwan has been making efforts to internationalize its higher education by recruiting international students (ISs). A very large population of ISs in Taiwan hails from Vietnam, a neighboring country that has established a close relationship with Taiwan in trade, investment, labor flow, and transnational marriage. Informed by Norton’s theory of language, identity, and investment (Darvin & Norton, 2015; Norton, 1997, 2000, 2013), this study examined how Vietnamese international students (VISs) use their multilingual capitals to navigate the social and academic activities in Taiwanese universities, how they perceive themselves as multilingual users in such contexts, and what investment they make in learning languages during their sojourn in Taiwan. The study employed the qualitative multiple-case study methodology with data collected from semi-structured interviews, participant self-reports, and informal conversations with the participants. The study found that, as social beings, VISs’ perception, language use, and learning investment are shaped by the interplay of (1) institutional routines and practices, (2) social ideologies, and (3) social identities. The results also indicated that as active agents, VISs not only complied with the existing institutional practices and social ideologies, but also resisted negotiated certain institutional practices and social ideologies or employed non-conventional models of communication in their social and academic interactions in Taiwan. The study sheds light on the barely elucidated research area of ISs in non-Anglophone countries. In addition, it brings pedagogical implications for hosting universities, such as acknowledging ISs’ multiple capitals by allowing them to use multiple languages and communication modalities in their social and academic interactions in Taiwan.

TABLE OF CONTENTS
Title
中文摘要-------------------------------------------------------------------------------------------i
Abstract------------------------------------------------------------------------------------------iii
Acknowledgements----------------------------------------------------------------------------iv
Table of Contents------------------------------------------------------------------------------vii
List of Tables-----------------------------------------------------------------------------------xii
List of Abbreviations------------------------------------------------------------------------xiii
Chapter One: Introduction-------------------------------------------------------------------1
Internationalization of Higher Education in Taiwan-----------------------------------------1
The Sociolinguistic Landscape of Vietnam ---------------------------------------------------2
Vietnam – Taiwan Relationship-----------------------------------------------------------------5
Vietnamese students in Taiwan-----------------------------------------------------------6
Vietnamese international students’ language use in Taiwan--------------------------7
Research Gaps and Objectives------------------------------------------------------------------9
Chapter Two: Literature Review-----------------------------------------------------------12
International Students in Anglophone Countries--------------------------------------------12
Vietnamese international students in Anglophone countries------------------------19
International Students in Taiwan--------------------------------------------------------------21
Theoretical Underpinnings--------------------------------------------------------------------25
Language use and identities-------------------------------------------------------------26
Ideology -----------------------------------------------------------------------------------28
Capital -------------------------------------------------------------------------------------29
Investment --------------------------------------------------------------------------------30
Toward a New Theoretical Understanding of VIS’s Linguistic and Educational Experience in Taiwan---------------------------------------------------------------------------32
Chapter Three: Methodology---------------------------------------------------------------34
Research Design--------------------------------------------------------------------------------34
Research participants --------------------------------------------------------------------------34
Data Collection ---------------------------------------------------------------------------------37
Interviews-------------------------------------------------------------------------------38
Participant self-reports----------------------------------------------------------------40
Informal conversations with the participants---------------------------------------41
Data Analysis------------------------------------------------------------------------------------43
Researcher’s position---------------------------------------------------------------------------44
Trustworthiness---------------------------------------------------------------------------------47
Chapter Four: Findings----------------------------------------------------------------------51
Case One: Thu----------------------------------------------------------------------------------51
Institutional routines and practices ----------------------------------------------------53
Thu’s perception of herself as a language user. --------------------------------53
Thu’s use of multiple languages. -------------------------------------------------62
Thu’s investment. ------------------------------------------------------------------69
Social ideologies--------------------------------------------------------------------------71
Thu’s perception of herself as a language user. --------------------------------71
Thu’s use of multiple languages. -------------------------------------------------75
Thu’s investment. ------------------------------------------------------------------78
Thu’s imagined identities----------------------------------------------------------------83
Thu’s perception of herself as a language user. --------------------------------83
Thu’s use of multiple languages. -------------------------------------------------83
Thu’s investment. ------------------------------------------------------------------84
Case Two: Emily ------------------------------------------------------------------------------87
Institutional routines and practices ----------------------------------------------------89
Emily’s perception of herself as a language user. -----------------------------89
Emily’s use of multiple languages. ----------------------------------------------93
Emily’s investment. ----------------------------------------------------------------99
Social ideologies------------------------------------------------------------------------101
Emily’s perception of herself as a language user. ----------------------------101
Emily’s language use. ------------------------------------------------------------107
Emily’s investment. --------------------------------------------------------------110
Imagined identities----------------------------------------------------------------------112
Emily’s perception of herself as a language user. ----------------------------112
Emily’s language use. ------------------------------------------------------------113
Emily’s investment. --------------------------------------------------------------116
Chapter Five: Discussion and Conclusion----------------------------------------------119
VISs’ Perception of Themselves as Multilingual Users----------------------------------120
VISs’ Use of Multiple Languages-----------------------------------------------------------125
VISs’ Investment------------------------------------------------------------------------------130
Contributions of the Study-------------------------------------------------------------------133
Theoretical contributions---------------------------------------------------------------133
Pedagogical implications---------------------------------------------------------------134
Limitations of the Study and Suggestions for Future Research-------------------------136
References-------------------------------------------------------------------------------------139
Appendices------------------------------------------------------------------------------------150
Appendix 1: Interview Guide ---------------------------------------------------------150
Appendix 2: Participant Self-Report Guide-----------------------------------------153

Appendix 3: Autobiography-----------------------------------------------------------------155

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