臺灣博碩士論文加值系統

高等教育國際化在外擴圈國家中迅速發展，在這些國家求學的非英語母語國際學生的數量也隨之增加，台灣的全英語授課學程就是一個例子。非英語母語國際學生須能社會化地應用口頭和書面的學術話語，以實現他們的學術目標。然而，在全英語授課的教育環境中，要能社會化的應用學術話語是一個複雜的過程，因此，非英語母語國際學生常面臨許多的挑戰和困難。儘管文獻已有一些研究探討國際學生在學術話語社會化過程中遭遇的困難，但大多數此類研究並非在全英語授課環境中進行，更少有研究是針對台灣全英語授課學程的碩士生。因此，本研究旨在探討在台灣就讀全英語授課碩士學位學程的國際學生在學術話語社會化過程中遭遇的困難及挑戰。本訪談研究招募了來自五個不同國家，就讀於人文、社會科學和自然科學學門的九名非英語母語國際研究生為訪談對象，並採用主題分析法進行質性資料分析。研究結果顯示，非英語母語學生在從事口頭和書面的學術任務時都遭遇到語言和與任務相關的困難，但心理層面的困難只出現在學生進行口語任務時。依據研究結果，此論文亦提出教學建議，並討論了研究限制及未來的研究方向。

The rapid internationalization of higher education in expanding circle countries has led to an increase in the number of non-native English speaking (NNES) international students studying in English-medium instruction (EMI) programs in countries such as Taiwan. To achieve their academic goals, the NNES international students must socialize in oral and written academic discourse in their respective academic discourse communities. However, socializing to the academic discourse in EMI educational settings is a complex process involving numerous challenges and difficulties, particularly for NNES students. Although studies exploring international students' perceived difficulties in academic discourse socialization have been conducted, most of them were in non-EMI educational contexts. Few studies could be found in the Taiwanese EMI educational context, particularly in master’s programs. Thus, the present study aims to shed light on the challenges and difficulties encountered by NNES master’s students studying in the Taiwanese context. Nine NNES international graduate students from five different countries were recruited as participants in this interview study. They were enrolled in EMI programs in humanities, social sciences, and sciences disciplines. A thematic analysis was adopted to analyze the qualitative data. The findings showed that language and task-related difficulties were perceived in both oral and written academic tasks. However, psychological-related difficulties were perceived only when the NNES students participated in the oral tasks. Teaching implications, limitations, and future research directions are discussed.

TABLE OF CONTENTS
ACKNOWLEDGEMENT i
ABSTRACT ii
中文摘要 iii
TABLE OF CONTENTS iv
LIST OF TABLES vii
LIST OF FIGURES viii
CHAPTER ONE INTRODUCTION 1
1.1 Background 1
1.2 The purpose of study and research questions 4
1.3 Significance of the study 5
1.4 Definition of terms 5
1.5 Overview of the study 6
CHAPTER TWO LITERATURE REVIEW 8
2.1 Introduction 8
2.2 Language socialization 8
2.3 Academic discourse socialization 11
2.3.1 Oral academic discourse socialization 12
2.3.2 Written academic discourse socialization 15
2.4 NNES international students’ difficulties in academic discourse socialization 17
2.4.1 NNES international students’ oral task difficulties in non-EMI context 18
2.4.2 NNES international students’ oral task difficulties in EMI context 20
2.4.3 NNES international students’ written task difficulties in non-EMI context 22
2.4.4 NNES international students’ written task difficulties in EMI context 24
2.5 Summary 25
CHAPTER THREE METHODOLOGY 26
3.1 Research setting 26
3.2 Participants 27
3.3 Role of the researcher 28
3.4 Instruments 29
3.5 Procedures of data collection 30
3.6 Procedures of data analysis 31
3.7 Credibility 34
CHAPTER FOUR FINDINGS AND DISCUSSION 35
4.1 NNES international students’ oral academic task difficulties 41
4.1.1 Language-related difficulties 41
4.1.2 Task-related difficulties 45
4.1.3 Psychology-related difficulties 50
4.2 NNES international students’ written academic task difficulties 52
4.2.1 Language-related difficulties 52
4.2.2 Task-related difficulty 53
4.2.2.1 Undertaking research 53
4.2.2.2 Writing up the research 55
4.3 Discussion 57
4.4 Summary of chapter 4 61
CHAPTER FIVE CONCLUSION AND IMPLICATIONS 62
5.1 Conclusion 62
5.2 Pedagogical implications 64
5.3 Limitations of the study and suggestions for future research 65
References 67
Appendix A: Participants' demographic information form 76
Appendix B: Interview consent form 77

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