English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 113873/144892 (79%)
Visitors : 51975769      Online Users : 344
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/124626


    Title: 短期交換經驗與自我認同之變化:一位台灣英教研究生之個案研究
    How a Short-Term Study-Abroad Experience Changed a Taiwanese TESOL Student`s Language Learner/Teacher Identity: Insights from Social Identity Theory
    Authors: 莫哈妮
    Abu Hmeidan, Haneen
    Contributors: 招靜琪
    Chao, Chin-Chi
    莫哈妮
    Abu Hmeidan, Haneen
    Keywords: 短期國外學習
    交換計畫
    英語教學主修
    教師自我概念
    學習者自我概念
    社會自我概念
    : short-term study-abroad
    exchange programs
    TESOL major
    teacher identity
    leaner identity
    social identity
    Date: 2019
    Issue Date: 2019-08-07 15:44:11 (UTC+8)
    Abstract: 出國留、遊學是許多學生期待的經歷。然而,他們可能沒有意識到這種跨文化經驗有可能對自身文化認同和群際關係帶來重大改變。儘管已有研究探討旅居者在海外交換經驗中可能面臨的過程和轉變,但針對英語教學所碩士生同時身為語言學習者及未來教師雙重身分的交換經驗,則尚未得到充分的關注與研究。本研究以社會認同理論(SIT)的角度,探討一位台灣英語教學所碩士生如何在美國交換期間應對她的跨文化遭遇,以及研究這樣的經歷對她作為英語學習者和教師身份的影響。研究資料來源包含四次深入性的訪談、研究參與者的日記以及其部落格內容。研究結果凸顯社會認同理論中的兩個面向:第一個是社會性歸類和社會性比較對自尊方面的作用,加上內團體偏私和外團體貶抑的影響(Tajfel &Turner,1986);第二個是特定跨文化多樣性的各種不同影響。這些影響與變化使個案對自己身為一位專業的英語教師更有自信,因為她消除了來自於本身非英語母語人士而產生的焦慮,並接受了自己是台灣人和雙語使用者的身分。本研究針對英語教學所碩士生參與國際交換提供建議,協助其在出國留、遊學前,增加對此趟旅程的可能經歷的認識,以期能從交流經驗中獲益。
    Studying abroad is an experience that many students look forward to. However, they may not be aware that this cross-cultural experience could involve major transition and change in cultural identity and intergroup relations. Although research has been done on the process and transitions sojourners might face during the exchange experience, the TESOL graduate student`s experience as both a language learner and future teacher has not been fully addressed. This study investigates how a Taiwanese TESOL graduate student coped with her intercultural encounters during exchange in the U.S. from the eye of the Social Identity Theory (SIT), and the impact such experience had on her identity as an English learner and teacher. The data was collected through three extended and in-depth interviews, as well as the participant’s diary and blogs. Two aspects are highlighted within the theory, the first being the role of social categorization and social comparison in relation to self-esteem, coupled with in-group favoritism and out-group derogation (Tajfel and Turner 1986), and the second is the varied effects of specific cross-cultural diversity. This sort of development has made her become more confident as a competent English teacher as she broke off the anxiety that emerged from not being a native speaker and accepted herself as a Taiwanese and a bilingual. Suggestions are provided to help TESOL students benefit from exchange experiences by raising awareness to what to expect before study-abroad trip.
    Reference: Abrams, D., & Hogg, M. A. (1988). Comments on the motivational status of self‐esteem in social identity and intergroup discrimination. European journal of social psychology, 18(4), 317-334.
    Anderson, P. H., & Lawton, L. (2011). Intercultural development: Study abroad vs. on-campus study. Frontiers: The Interdisciplinary Journal of Study Abroad, 21, 86-108.
    Anderson, P. H., Lawton, L., Rexeisen, R. J., & Hubbard, A. C. (2006). Short-term study abroad and intercultural sensitivity: A pilot study. International Journal of Intercultural Relations, 30(4), 457-469.
    Anderson, P. H., Lawton, L., Rexeisen, R. J., & Hubbard, A. C. (2006). Short-term study abroad and intercultural sensitivity: A pilot study. International Journal of Intercultural Relations, 30(4), 457-469.
    Angulo, S. K. (2008). Identity change in students who study abroad (Doctoral dissertation)
    Angulo, S. K. (2012). Identity change in students who study abroad. Place of publication not identified: Proquest, Umi Dissertatio.
    Árva, V., & Medgyes, P. (2000). Native and non-native teachers in the classroom. System, 28(3), 355-372.
    Aubrey, B. (2011). Managing your aspirations: Developing personal enterprise in the global workplace. Singapore: McGraw-Hill.
    Austin, W. G., & Worchel, S. (1986). Psychology of intergroup relations. Chicago: Nelson-Hall.
    Bochner, S. (1982). The social psychology of cross-cultural relations. In S. Bochner (Eds.), Cultures in contact: Studies in cross-cultural interaction, 5–44.

    Block, D. (2007). The rise of identity in SLA research, post Firth and Wagner (1997). The Modern language journal, 91, 863-876.
    Bolton, K. (2005). Where WE stands: Approaches, issues, and debate in world Englishes. World Englishes, 24(1), 69-83.
    Brecht, R., Davidson, D., & Ginsberg, R. (1995). Predictors of foreign language gain during study abroad. Second language acquisition in a study abroad context. Wash. DC: National Foreign Language Center. 9, 37.
    Brown, R., Hinkle, S., Ely, P. G., Fox‐Cardamone, L., Maras, P., & Taylor, L. A. (1992). Recognizing group diversity: Individualist‐collectivist and autonomous‐relational social orientations and their implications for intergroup processes. British Journal of Social Psychology, 31(4), 327-342.
    Carless, D. R. (2004). A contextualized examination of target language use in the primary school foreign language classroom. Australian Review of Applied Linguistics, 27(1), 104-119.
    Davis, T. M. (1997). Open doors, 1996-1997: Report on international educational exchange. New York: Institute of International Education.
    Dwyer, M. M. (2004). More is better: The impact of study abroad program duration. Frontiers: The interdisciplinary journal of study abroad, 10, 151-163.
    Dwyer, M. M., & Peters, C. K. (2004). The benefits of study abroad. Transitions abroad, 37(5), 56-58.
    Freed, B. F. (1995). Second language acquisition in a study abroad context. Amsterdam: J. Benjamins.
    Gao, X. (2006). Understanding changes in Chinese students’ uses of learning strategies in China and Britain: A socio-cultural re-interpretation. System, 34(1), 55-67.
    Gu, Q., & Maley, A. (2008). Changing places: A study of Chinese students in the UK. Language and Intercultural Communication, 8(4), 224-245.
    Gurman, E. B. (1989). Travel abroad: A way to increase creativity?. Educational Research Quarterly. 13(3), 12-16.
    Hammer, M. R., Bennett, M. J., & Wiseman, R. (2003). Measuring intercultural sensitivity: The intercultural development inventory. International journal of intercultural relations, 27(4), 421-443.
    Isabelli, C.A. (2004a) Study abroad for advanced foreign language majors: Optimal duration for developing complex structures. In Advanced Foreign Language Learning: A Challenge to College Programs (AAUSC series), ed. by H. Byrnes and H. Maxim, Boston 114-130.
    Jackson, J. (2008). Language. Identity and Study Abroad,, London: Equinox.
    Jenkins, S. B. (2009). Measuring teacher beliefs about curriculum orientations using the modified-curriculum orientations inventory. The Curriculum Journal, 20(2), 103-120.
    Johnson, K. (2009). Expertise in language learning and teaching. ELT journal, 64(2), 217-218.
    Kachru, B. (1985). Institutionalized second language varieties. The English language today, 211-226.
    Kachru, B. B. (1997). World Englishes and English-using communities. Annual review of applied linguistics, 17, 66-87.
    Kachru, Y., & Nelson, C. L. (2006). World Englishes in Asian Contexts (Vol. 1). Hong Kong University Press.
    Kamhi-Stein, L. (Ed.). (2004). Learning and teaching from experience: Perspectives on non-native English-speaking professionals. Ann Arbor: University of Michigan Press
    Kamhi‐Stein, L. D. (2000). Adapting US‐based TESOL education to meet the needs of nonnative English speakers. TESOL Journal, 9(3), 10-14.
    Kinginger, C. (2013). Social and cultural aspects of language learning in study abroad. Amsterdam: John Benjamins Publishing, 37.
    Kitsantas, A. (2004). Studying Abroad: The Role of College Students ‘goals On the Development of Cross-Cultural Skills and Global Understanding. College Student Journal, 38(3), 441-452.
    Klak, T., & Martin, P. (2003). Do university-sponsored international cultural events help students to appreciate “difference”? International journal of intercultural relations, 27(4), 445-465.
    Krashen, S. D. (2003). Explorations in language acquisition and use. Portsmouth: Heinemann.
    Landis, D., & Bhagat, R. S. (1996). Handbook of intercultural training. Thousand Oaks, CA: Sage Publications.
    Liao, Posen (2005). Examining English Fever in Taiwan from a Post-Colonial Perspective, EJEE, 20.
    Lin, A. M. (1999). Doing‐English‐lessons in the reproduction or transformation of social worlds? TESOL Quarterly, 33(3), 393-412.
    Llurda, E., & Huguet, N. (2003). Self-awareness in NNS EFL primary and secondary school teachers. Language Awareness, 12(3-4), 220-233.
    M. Juhasz, Anne & M. Walker, Aldona. (1988). The impact of study abroad on university students` self-esteem and self-efficacy.. College Student Journal. 22. 329-341.
    Mahoney, S. 2004. Role controversy among team teachers in the JET programme, JALT Journal 26(2), 223-244.
    Miller, R. B. G. L. (2000). What Do They Do? Activities of Students during Study Abroad. Language Policy and Pedagogy: Essays in honor of A. Ronald Walton, 237.
    Milstein, T. (2005). Transformation abroad: Sojourning and the perceived enhancement of self-efficacy. International Journal of Intercultural Relations, 29(2), 217-238.
    Murphy-Lejeune, E. (2003). An experience of interculturality: Student travellers abroad. Intercultural experience and education, 101-113.
    Nieto, C. H. G. (2010). The portrayal of EFL teachers in official discourse: The perpetuation of disdain (12th ed.). Colombia: Universidad Nacional de Colombia.
    Orahood, T., Kruze, L., & Pearson, D. E. (2004). The Impact of Study Abroad on Business Students` Career Goals. Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 117-130.
    Park, G. (2009). “I listened to Korean society. I always heard that women should be this way…”: The negotiation and construction of gendered identities in claiming a dominant language and race in the United States. Journal of language, Identity, and Education, 8(2-3), 174-190.
    Pellegrino, V. A. (1998). Student perspectives on language learning in a study abroad context. Frontiers: The interdisciplinary journal of study abroad, 4(2), 91-120.
    Peregrine, P. (1996). The birth of the gods revisited: A partial replication of Guy Swanson`s (1960) cross-cultural study of religion. Cross-Cultural Research, 30(1), 84-112.
    Phillipson, R. (1992). ELT: the native speaker`s burden?. ELT journal, 46(1), 12-18.
    Phillipson, R., & Skutnabb-Kangas, T. (1995). Linguistic rights and wrongs. Applied Linguistics, 16(4), 483-504.
    Rajagopalan, K. (2005). Non-native speaker teachers of English and their anxieties: Ingredients for an experiment in action research. In Non-Native Language Teachers (pp. 283-303). Springer, Boston, MA.
    Savicki, V., Downing-Burnette, R., Heller, L., Binder, F., & Suntinger, W. (2004). Contrasts, changes, and correlates in actual and potential intercultural adjustment. International Journal of Intercultural Relations, 28(3-4), 311-329.
    Segalowitz, N., & Freed, B. F. (2004). Context, contact, and cognition in oral fluency acquisition: Learning Spanish in at home and study abroad contexts. Studies in second language acquisition, 26(2), 173-199.
    Segalowitz, N., Freed, B., Collentine, J., Lafford, B., Lazar, N., & Díaz-Campos, M. (2004). A comparison of Spanish second language acquisition in two different learning contexts: Study abroad and the domestic classroom. Frontiers: The interdisciplinary journal of study abroad, 10, 1-18.
    Swagler, M. A., & Ellis, M. V. (2003). Crossing the distance: Adjustment of Taiwanese graduate students in the United States. Journal of Counseling Psychology, 50(4), 420.
    Tafjel, H., & Turner, J. C. (1986). The social identity theory of intergroup behavior. Psychology of intergroup relations, Chicago: Nelson Hall.7-24.
    Tajfel, H. (1978). Differentiation between social groups: Studies in the social psychology of intergroup relations. London: Published in cooperation with European Association of Experimental Social Psychology by Academic Press.
    Tajfel, H. (1979). Individuals and groups in social psychology. British Journal of Social and Clinical Psychology, 18(2), 183-190.
    Tajfel, H., & Wilkes, A. L. (1963). Classification and quantitative judgement. British journal of psychology, 54(2), 101-114.
    Tajino, A. & Tajino, Y. (2000). Native and non-native: what can they offer? Lessons from team-teaching in Japan. ELT Journal, 54(1),11.
    Turner, J. C., & Brown, R. (1978). Social status, cognitive alternatives and intergroup relations. Differentiation between social groups: Studies in the social psychology of intergroup relations, 201-234.
    Wu, W. C. V., & Wu, P. H. N. (2008). Creating and authentic EFL learning environment to enhance student motivation to study English. Asian EFL Journal, 10(4), 211-226.
    Description: 碩士
    國立政治大學
    英國語文學系
    105551021
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G1055510211
    Data Type: thesis
    DOI: 10.6814/NCCU201900513
    Appears in Collections:[英國語文學系] 學位論文

    Files in This Item:

    File SizeFormat
    021101.pdf925KbAdobe PDF2100View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏,無償提供學術研究與公眾教育等公益性使用,惟仍請適度,合理使用本網站之內容,以尊重著作權人之權益。商業上之利用,則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作,已盡力防止侵害著作權人之權益,如仍發現本網站之數位內容有侵害著作權人權益情事者,請權利人通知本網站維護人員(nccur@nccu.edu.tw),維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback