探討兩位越南籍國際生在越南和台灣的社會身份和英文投資的轉變

Exploring two Vietnamese international students’ social identities and investment transformation toward English in two EFL contexts

潘氏梅(Phan Thi Mai)

指導教授 ： 張靜芬

國立交通大學/人文社會學院/英語教學研究所/碩士(2020年)

摘要

近年來，越來越多學生為了增進外語能力、擴展文化視野、以及增進個人專業能力而選擇到國外接受高等教育 (Jackson, 2008) 。過去已有相當多的文獻探究國際生所面臨的語言溝通困難和解決方法，然而針對非英語為母語的國際學生的語言應用以及語言學習的投資的研究則相當有限，僅有少數研究針對國際生在出國讀書前後的學習歷程以及探究國際生在第二語言的社會認同、感受及英文投資的改變。本論文採用社會認同、語言學習的投資和想像共同體的觀點，以質性研究法探討二位越南籍國際生如何在台灣建構他們的身份和檢視社會身分的改變和語言學習的投資。
資料收集期間為2019年三月到2019年十二月，收集以下三種資料：（1）兩位越南籍國際生的學習日誌，（2）訪談以及（３）線上談話訊息。 研究分析採用Glaser和Strauss（1967）年的持續性比較法。研究結果發現兩位越南國際生的身份認同受到在不同的機構、社交、以及語言等外在環境中的持續和相互連動的因素影響而改變；同時，他們所建構之社會身份也讓他們在第二外語學習的策略和認知上有了改變。研究結果顯示兩位國際生目前所處的社群、未來想像的身分及環境以及過去的學習經驗影響他們對於學習第二語言的投資選擇。
本研究結果對於國際學生在非英語國家中第二語言學習的投資和他們多重的身份的建構和轉變彼此關係有更全面的了解。研究結果同時也提供了未來的國際學生、教授以及各大學行政系統更深入了解國際學生在實際生活中的語言使用和學術生活，並進一步的提供語言教育者及研究者教學和研究反思。
關 鍵 字: 社會身分、第二語言投資、越南籍國際學生、未來想像身分、身分建構

關鍵字

社會身分 ； 第二語言投資 ； 越南籍國際學生 ； 未來想像身分 ； 身分建構

並列摘要

In recent years, a growing number of students are traveling abroad to pursue higher education with the desire to improve their foreign language skills, gain experience of cultures, and acquire professional skills (Jackson, 2008). Much research has provided insights into some major language difficulties faced by international students (ISs) and their coping strategies while studying abroad in Anglophone countries. However, studies conducted to explore ISs’ language use and investment in non-Anglophone countries remain scant. In addition, there has been little investigation of ISs’ learning trajectories before and after studying abroad to discover transformations of ISs’ perception and investment toward L2 in connection to their social identities.
Grounded in the notions of social identity, investment, imagined communities (Norton-Pierce, 1995; Norton, 2000, 2001, 2013), the study employed a qualitative methodology to explore how two Vietnamese international students (VISs) constructed their identities to position themselves in the context of Taiwan and the changes of their perceptions, strategies and investments toward English. The data for the study were collected between March 2019 and December 2019 from three sources: a) the two VISs’ learning autobiography, b) semi-structured interviews, and c) online text messages. The data was coded and analyzed following a “constant comparative method” (Glaser & Strauss, 1967).   
The study found that moving to a new environment, the two VISs’ identities were shaped and transformed through their ongoing participation and interactions in different contexts. Accordingly, their constructed social identities led to the transformation of their perceptions, strategies and resources used for L2 learning. The result also indicated that their selection of L2 investment was not only shaped by the existing communities, their imagined identities and communities but also influenced by their past experiences. This study is significant to illuminate ISs’ L2 investment in connection with their multiple identities in the context of a non-Anglophone country. The findings could provide insights for potential ISs, professors, and universities to understand ISs’ language use and academic lives in reality. It also brings pedagogical and research implications to language educators, and researchers.
Keywords: social identities, L2 investment, Vietnamese international students, imagined communities, identity construction

並列關鍵字

social identities ； L2 investment ； Vietnamese international students ； imagined communities ； identity construction

參考文獻

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