臺灣博碩士論文加值系統

出國遊學或留學一直被視為培養外語能力的好方法。本研究旨在透過記錄一位名為Wayne的成年英語學習者到愛爾蘭短期遊學與至歐亞非三大洲26個國家進行139天國際旅遊，以背包客方式入住各國當地人家中進行文化交流的經驗，以探究短期遊學與長期國際旅遊如何改變外語學習者。
本研究方法採用質性研究，研究資料為日記、文件、觀察、及半結構式訪談，透過Wayne的短期遊學與國際旅遊經驗前、中、後的事件，透過分析這些資料，發現他的改變最重要有五大項: 語言自我概念的改變、英語學習方法的改變、英語學習態度的改變、對於世界與文化交流的認知與態度的改變、及國家認同自我概念的改變。本研究討論了以下幾點：Wayne在外國環境遇到的新挑戰、新領悟而最後有了新的學習、以及他的應對態度、自我概念的改變，與人互動所產生的權力關係的議題，社群網站所提供的語言學習與文化交流機會，以及台灣正式英語教育的限制，最後，短期遊學與國際旅遊對Wayne對英語學習和文化交流的看法與影響。
這過程中，Wayne的自我概念、語言學習態度、及想像世界受到挑戰，也不斷有新的領悟與學習，引發他對自己的自我概念與認同，以及自己身為語言學習者與使用者有更深層的了解。此外，國際旅遊後，Wayne對自己的國家與自己本身在世界上可進行的文化交流努力也產生了新的想法與責任感。
最後，依據本研究結果，對於出國學習與國際旅遊計畫執行者、設計者、教育學者、父母、英語教師與文化交流熱愛者提供相關建議與方向，以期能使出國遊學者與國際旅遊者的旅程更加豐富且有助益。

Study abroad (SA) has been thought of as a great way to help learners develop foreign language proficiency. The main purpose of this study is to explore how a Taiwanese adult English learner called Wayne experienced short-term SA and international trip to 26 countries and how these experiences shifted his identity, personal growth, the methods and attitudes towards English learning.

Qualitative methods were adopted in this case study through interviewing and recording the experiences before, during and after the international trip. Data were collected through semi-structured interviews, journals, observation and documentation. Wayne's English learning experiences were explored by categorizing them into three main phases: the experiences before, during and three months after the trip. By analyzing the data collected, the shifts Wayne had were as following: the shift of language learner identity, the shift of his methods towards English learning, the shift of his attitude towards English learning, the shift of his recognition and attitudes towards the Western world and cultural exchange, and the shift of national identity. In addition, five themes were discussed, including new challenges and new realizations, identity shifts, power issues, e-opportunities for learning English and doing cultural exchanges, as well as the limitations of formal English education in Taiwan.

Furthermore, just as Norton’s (2011) definition of identity, Wayne's identity and his identification with imagined Western communities were also constantly changed during the trip, which led to his realization of his identity and himself as both a language learner and user. In addition, Wayne's responsibility for his own country was also aroused after the trip because he faced the embarrassing situation that his country was not recognized by some countries. He developed a new national identity as a
confident Taiwanese with the duty of engaging in cultural exchanges with international people.

Finally, pedagogical implications and suggestions derived from the study were proposed for planners of international trips, SA program designers, language educators, parents and English teachers in the hope of making international and SA trips more beneficial and helpful for language learners.

CHAPTER 1 INTRODUCTION 1
Background and Motivation 1
Purpose and Research Questions of the Study 2
CHAPTER 2 LITERATURE REVIEW 5
Definitions of Study Abroad 5
Benefits of Study Abroad Experiences 5
Poststructuralist Perspectives of Identity 7
Factors Affecting the Development of Second Language Identity 9
CHAPTER 3 METHODOLOGY 11
The Participant 11
The Context –From Taiwan to Overseas Study Trip 12
Data Collection 15
Semi-structured interviews 15
Journals 16
Observation 16
Documentation 16
Procedures 17
Data Analysis 19
The researcher’s role and trustworthiness 19
CHAPRER 4 RESULTS 21
Wayne’s Family Background and English Learning Experience 21
The Shift of Language Learner Identity 26
Before the trip: Wayne’s language learner identity 27
During the trip: critical events 32
After the trip: identity shift 35
The Shift of English Learning Strategies 37
Before the trip: Wayne’s non-interactive English learning strategies in Taiwan 37
During the trip: Wayne’s observations learning and using English naturally with friends and host families 38
During the trip: The interactive and student-center learning experiences in the ABC University 40
During the trip: The interesting extracurricular classes and school day trips 42
After the trip: shift into active and practical English learning methods 43
The Shift of the Attitude towards English Learning 44
Before the trip: passive and reluctant attitude towards English learning at school 44
During the trip: Some significant events which influenced Wayne’s English learning attitude 45
After the trip: Pursuit of English fluency 48
The Shift of Understanding and Attitudes towards the Western world 49
Before the trip: Negative attitude towards the Western world 49
During the trip: Open-minded attitude towards the Western world and culture 49
After the trip: Open-mind and passionate attitude towards the Western world 57
The Shift of National Identity 59
Morocco: I was stopped at the national gate of Morocco. 59
Iceland: ‘Father, why do so many international people visit our snowy country?’ 61
CHAPTER 5 DISCUSSION 65
Two Themes that are Related to Identity Shifts 65
Reality check: New challenges, new realizations and new learning 65
Power issues 68
Identities Shifts 70
The shift of language learner identity 70
The shift of national identity 71
CHAPTER 6 CONCLUSION 73
Summary of the Findings 73
Pedagogical Implications 74
Limitations of the Study 77
Suggestions for Future Research 78
Conclusion 78
REFERENCES 81
Appendixes 86
Appendix A: Questions for the Pre- visit Interview 86
Appendix B: Questions for During-the-trip Interviews 87
Everyday Questions 87
Weekly Questions 87
Questions at the point when the participant moves across countries 87
Appendix C: Questions for After-the-trip (on the way back) Interview 88
Appendix D: Curriculum Description of General English Language Courses in ABC University 89
Appendix E: The Map Developed by Wayne for the Trip 93

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