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Title:	探究小留學生經驗：個案檢視小留學生橫跨各階段定位現象 Toward an understanding of early study abroad experiences: a case study on positioning process before, during, and after study abroad experience
Authors:	陳德愷 Chen, Te Kai
Contributors:	招靜琪 Chao, Chin Chi 陳德愷 Chen, Te Kai
Keywords:	小留學生英語學習經驗定位理論 Early study abroad English learning experience Positioning
Date:	2017
Issue Date:	2017-07-31 10:53:23 (UTC+8)
Abstract:	本文旨在以學習者定位的角度切入，探討小留學生在求學各階段會遭遇到的優勢與挑戰。研究對象為兩位曾經於童年時期在加拿大求學的台灣小留學生，研究方法主要包含研究對象所撰寫之英語學習歷程、口述英語學習歷程與半結構式訪談，目的在於了解研究對象在人生各階段的經歷、自我定位與他者定位，透過「整體 — 內容」分析法，研究結果顯示小留學生在回到母國之後，經常受到他者的正向定位，因而獲得許多優勢，如獲得許多師長、同儕的讚揚、較多參與英語相關活動機會、英語課上獲得老師特別給予的自由、以及在面對大學與研究所課業上相對較少的負擔。而這些小留學生享有的特權也與台灣「英語瘋」的現象息息相關。不過這些小留學生也面臨許多挑戰，如在出國初期遭遇許多語言障礙產生的挫折、回台灣後相當不適應以考試為導向的教學、人際關係上遭遇挫折與國文科目的挑戰。同時交叉分析個案後，顯示出家長在確保小留學生未來學習順利與否，扮演相當關鍵的角色。最後於文末提出給予老師、家長與小留學生的建議，以及未來研究建議方向。 This study aims to reveal the advantages and challenges that early study abroad students face through exploring the positioning of two Taiwanese students who studied abroad at a young age at different stages of their lives. The study adopts a qualitative research method with written narratives, oral narratives and semi-structured interviews as data and the data collected is analyzed using a holistic-content approach. The research findings indicate that the two early study abroad students positioned themselves and were positioned positively after they returned to their own country and enjoyed various privileges, such as peers’ admiration and teacher’s encouragement for their superior English skills, ample opportunities to participate in many English-related activities in school, freedom granted by teachers in English classes, and less schoolwork burden in university or graduate school. Nevertheless, the participants also face unique challenges. Both of the participants suffer from great frustration at the beginning of their study abroad experiences and were not used to the test-oriented English education after returning to Taiwan. In Jessica’s case, difficulties in learning the Chinese subject and troubled interpersonal relationships also existed. The findings also reveal the importance of parents’ role in facilitating these early study abroad students’ sustained English development. Suggestions for teachers, parents, early study abroad students and implications for future research are provided at the end of the thesis.
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Description:	碩士國立政治大學英國語文學系 102551016
Source URI:	http://thesis.lib.nccu.edu.tw/record/#G0102551016
Data Type:	thesis
Appears in Collections:	[Department of English] Theses

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