- 學位論文
權力關係與話語權：以質性個案研究探索一位成年學習者之英語學習投資
Power Relations and the Right to Speak: A qualitative case study on an adult learner's English learning investment
摘要
本研究旨在探索一名台灣高階政府官員Chad之英語學習投資是如何建構，並以權力關係的角度了解他與其他英語使用者之互動，和他在社會參與中如何主張話語權。研究方法遵循質性研究傳統，以深度敘事和半結構式訪談蒐集資料，加上Chad與研究者在私人家教課中的非正式談話。首先在敘事訪談中邀請Chad針對自己的英語學習歷程以及英語在生活中的使用機會與狀況進行口述，最後進行半結構式的後續訪談。以Darvin與 Norton (2015)的語言學習投資框架為分析基礎之下，綜合各方資料結果顯示：(1)Chad在人生各個階段做出英語學習的投資目的是為了重構並且鞏固自我概念；(2)社會的意識形態會對Chad的英語投資具有正面及負面的衝擊；(3)學習者對有限資本的認定價值若為正向將成為英語投資的助力。此外，Chad與其他英語使用者之權力關係顯示為不對等，導致他消極進行社會參與以及一連串的自我概念探索。再者，Chad經常藉由自身對不同族群的刻板印象及文化偏見來主張自己的英文話語權。文末根據研究結果給予教學建議和未來研究方向。
並列摘要
The present study aims to explore how English investment is constructed by a Taiwanese high-ranking government official, how power relations interact with social encounters and how the participant claims his right to speak. Complying with the tradition of qualitative study, data are collected through in-depth narratives, a follow-up semi-structured interviews and informal conversations during weekly tutoring sessions with the participant. Drawing on Darvin and Norton’s (2015) model of investment as the analytical framework, the findings show that: (1) English investments are made to reframe and secure the participant’s identities in different life stages; (2) ideologies in a society can contribute to positive and negative impact to the learner’s English investments; (3) learners’ positive perception to limited capitals can be a conducive force to investments. Moreover, the findings indicate unequal power relations between the participant and other English-speaking individuals lead to series of identity negotiations. It is also found that the participant claims his right to speak in light of prevailing stereotypes and cultural bias. Pedagogical implications and suggestions for future studies are provided.