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    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.
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    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

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