臺灣博碩士論文加值系統

本研究採用問卷調查及訪談的方式以了解：
1 現今台灣英文系的大學生對外國人和本國人的看法為何？
2 大學英文系的學生對外國人和本國人的看法是否會影響其學習英文的自我效能？
研究結果指出，在接受過本國人及外國人教導的五百名英文系受試者中，受試者之年級、教導受試者之外國老師的人數、及受試者本身出國經驗的確影響其學習英文的自我效能。英文系大一的學生，尤其是曾接受五位以上的外國老師教導及有過出國經驗的受試者認為其學習英文有較高的自我效能，且比同系之大二、大三和大四受試者高。研究還發現，無論從整體概括或從聽、說、讀、寫細部技巧來看，受試者均覺得在外國老師之教導下，其英文會有較好的學習成效。此外，受試者是以「種族」來判定外國人是否為「外國人」。研究顯示，從自我效能來看，受試者對外國及本國老師之看法的確影響受試者的英文學習。

In order to understand how deep-seated ideas about native-speakers are, this paper aims first at finding out current Taiwanese university English majors’ perceptions of native and nonnative teachers, and, second, at discovering the effect that these perceptions have on their assessment of their English learning─that is, in terms of students’ self-efficacy by using survey and interviews.
The results indicate that some factors─subjects’ year, number of waiguo teacher, and time abroad─really influenced subjects’ self efficacy under the teaching by benguo and waiguo teachers. Freshmen, especially those who had been taught by more than five waiguo teachers and had been abroad, had stronger self-efficacy under the teaching by waiguo teachers than sophomores, juniors and seniors. Also, stronger self-efficacy under the perceived waiguo teachers’ teaching is revealed consistently no matter it is seen from more general perspective or from specific skill areas. Moreover, race is the only criterion to define waiguoren in Taiwan context nowadays. It is surprising to discover the idea that subjects’ assumptions about foreignness─that is, the perceived foreignness strongly influences their evaluation of their own efficacy.

CONTENTS
CHINESE ABSTRACT i
ABSTRACT ii
ACKNOWLEDGMENTS iii
CONTENTS iv
LIST OF TABLES vi
LIST OF FIGURES x
CHAPTER I: INTRODUCTION 1
Problem of the Research 2
The Native Speaker Fallacy 2
Research Purpose/Questions 8
Methods and Procedures 8
Significance of the Study 9
CHAPTER II: REVIEW OF THE LITERATURE 10
The Native Speaker Fallacy 10
Linguistic Perspective 13
Sociolinguistic Perspective 15
Native and Nonnative Speaker vs. Benguoren and Waiguoren 19
Who are the waiguoren? 23
Stereotypes 28
Self-Efficacy 31
CHAPTER III: METHODOLOGY 34
Design of the Study 34
Subjects 35
Procedures 35
Instruments 36
The Survey 37
The Interviews 48
Data Analysis 49
CHAPTER VI: DATA ANALYSIS 50
Results of the First Part 50
Results of the Second Part 63
Results of the Third Part 76
Comparisons among the Three Parts 82
Ranking 23145 to English Learning Self-Efficacy: Q1 83
Without Ranking 23145 to English Learning Self-Efficacy: Q1 86
Ranking 21435 to English Learning Self-Efficacy: Q2 88
Without Ranking 21435 to English Learning Self-Efficacy: Q2 91
Ranking 32145 to English Learning Self-Efficacy: Q3 93
Without Ranking 32145 to English Learning Self-Efficacy: Q3 96
Ranking 21435 to English Learning Self-Efficacy: Q4 99
Without Ranking 23145 to English Learning Self-Efficacy: Q4 101
Ranking 32145 to English Learning Self-Efficacy: Q5 104
Without Ranking 32145 to English Learning Self-Efficacy: Q5 107
Ranking 32145 to English Learning Self-Efficacy: Q6 109
Without Ranking 32145 to English Learning Self-Efficacy: Q6 113
Ranking 21435 to English Learning Self-Efficacy: Q7 116
Without Ranking 21435 to English Learning Self-Efficacy: Q7 118
Ranking 42135 to English Learning Self-Efficacy: Q8 121
Without Ranking 42135 to English Learning Self-Efficacy: Q8 124
Ranking 21435 to English Learning Self-Efficacy: Q9 126
Without Ranking 21435 to English Learning Self-Efficacy: Q9 129
Results of the Interviews 131
CHAPTER V: CONCLUSION 140
Interpretation of the Patterns Found 140
Interpretation of the Second Part 149
Interpretation of the Third Part 150
Interpretation of the Comparisons across the Three Parts 152
Limitations of the Study 159
Implications for Further Research 160
REFERENCES 163
APPENDIX A: QUESTIONNAIRE (ORIGINAL CHINESE VERSION) 168
APPENDIX B: PHOTOS IN THE QUESTIONNAIRE 172
APPENDIX C: QUESTIONNAIRE (ENGLISH TRANSLATION) 177
APPENDIX D: INTERVIEW QUESTIONS 182

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