以質性研究探討台灣原住民高中生的英語學習與實踐

Aboriginal Taiwanese High School Students’ English Learning Investment and Practices: A Qualitative Investigation

蘇貞穎(Su, Chen Ying)

指導教授 ： 張銪容

國立清華大學/人文社會學院/外國語文學系/碩士(2016年)

摘要

台灣原住民佔台灣人口總數的百分之二。自一九八零年代起，社會大眾開始關注台灣原住民的社會與教育議題，儘管各方持續致力於原住民運動，台灣原住民仍處於台灣社經與學術地位的底層 (Ericsson, 2004)。在英語學習方面，許多研究指出台灣原住民學生在校的學業表現較差 (e.g. Chang, 2004; Su, 2006)，然而，先前的研究僅探討原住民學生現下的英語學習態度與成果，但這些研究在進行結果分析與討論時，並未將學生的個人成長歷史與其過去學習經驗納入考慮。因此，本研究以Bourdieu (1977, 1986) 提出之「資本論」(capital) 以及Norton (2000; Norton Pierce, 1995) 提出之「投資理論」(investment)，探討台灣原住民學生的可得資源、社會互動、生命歷程、英語學習經驗如何影響其英語學習與實踐。本研究發現即使台灣原住民學生擁有不同形式的資本(capital) 幫助其學習英語，但是他們的英語投資 (investment) 仍受到他人對原住民身份與自己對自己原住民身份的認同影響，在英語投資的過程中，台灣原住民學生會持續地評估自己的投資項目與學習目標並不斷地重新建構自己的身份，研究結果發現台灣原住民學生具有自主能力可以做出給予自己正向回饋與報酬的投資選擇，除此之外，他們所做的投資選擇也可以幫助其在英語或其他領域上有所成就。

關鍵字

英語學習 ； 資本 ； 投資 ； 身份認同

並列摘要

Aboriginal Taiwanese constitute 2 % of the total population. Since the 1980s, increased public attention has been paid to social and educational issues of the indigenous peoples in Taiwan. Though the supporting effort is still ongoing, aboriginal Taiwanese still remain on the lowest rungs of the socioeconomic and academic ladders (Ericsson, 2004). With regard to English learning, several studies have indicated aboriginal students’ inferior English academic performance at school (e.g. Chang, 2004; Su, 2006). However, the analyses offered by previous studies have merely focused on students’ present academic participation and learning outcomes without taking their personal histories and past learning experiences into consideration. Through the lens of capital (Bourdieu, 1977; 1986) and investment (Norton, 2000; Norton Peirce, 1995), this study explores how aboriginal students' available resources, social interactions, life histories, and English learning experiences shape and reshape their English learning investment and practices. This study demonstrates that even if aboriginal Taiwanese students learn English owned diverse forms of capital benefiting English language learning, they still struggle with other-imposed and self-perceived ethnic identities to make English investment. In the process of English investment and practices, they keep assessing their investment choices, learning objectives, and reconstructing their identities. The findings shows that aboriginal Taiwanese students have the ability to make selection of investment, which not only give them positive returns but also help them achieve successfully in English or nonlanguage areas.

並列關鍵字

English learning ； capital ； investment ； identity

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