台灣英文讀書會之探討-從實務社群的觀點

A Study of Adult English Study Circles- From the Perspective of Community of Practice

楊憑恩(Ping-En Yang)

指導教授 ： 高文彬

國立中正大學/教育學院/成人及繼續教育學系/碩士(2013年)

摘要

摘要
讀書會在我們身邊隨處可見。讀書會為社會學習的一個重要的管道。溫格(1998)根據社會學習，提出實務社群的理論。然而用實務社群角度檢視讀書會的研究不多。本篇質性研究用實務社群的角度來探討台灣的英文讀書會經驗。本篇研究試著解開讀書會的要素。

本篇研究用溫格(1998)所提出實務社群的架構來檢視英文讀書會。主要從四個要素來探討: 社群，意義，實務，以及合法週邊參與。

研究目的為:
1. 根據溫格的理論，探究英文讀書會第一個階段(開頭階段)組成要素
2. 根據溫格的理論，探究英文讀書會第二個階段(過程階段)組成要素
3. 根據溫格的理論，探究英文讀書會第三個階段(結果階段)組成要素
4. 探究英文讀書會中的合法週邊參與情形。
5. 探究英文讀書會學習上的運用與知識獲取情形。
本研究共訪談十位分別從三個不同的英文讀書會及不同背景參與者。並採用半結構式訪談。

研究結果為:
1. 英文讀書會可被視為實務社群
2. 在開始階段:
參與者的動機有:個人因素，學習因素，工作因素，以及結交朋友因素。聊天是這個社群運作的主要方式。成員分享的內容多為英文的資源以及他們自己本身的專業知識。
3. 在過程的階段:
成員在這階段對彼此更熟悉，也有更多互動。他們幫助彼此解決生活中遇到的問題。並且學習也在這個階段產生。友誼也在此漸漸發展出來。藉著成員間的溝通來做每一個決定。每一個讀書會中會發展出他們自己文化的產物:如特別溝通方式等(artifacts)
4. 在最後的階段:
成員本身的能力，歡迎溫暖的環境以及個性都會促進成員的參與。然而，低程度或是缺乏歸屬感都會影響讀書會的參與。並且讀書會創辦者與成員間，都發展出屬於他們各自的責任。
5. 合法週邊參與 :
能力，友誼，歡迎溫暖的環境是從邊緣到核心的捷徑。友誼也促進成員從個人學習到團體學習。
6. 英文讀書會的學習與知識:
英文不知是目標，更是促進學習的關鍵因素。成員從比較低階的木邊轉換成高階的目標。因此，實務社群為有效促進學習的憑藉。

未來研究的建議:可以朝著英文讀書會的週期和成員的角色做更進一步的研究。

關鍵字

英文讀書會 ； 實務社群

並列摘要

Abstract
Study circles can be commonly seen around us. It serves as an important way of social learning. Wenger (1998) developed the framework of Communities of practice based on social learning. However, studies on study circle in terms of COP are few. This qualitative study explores the experiences of English study circles in Taiwan, examining the value of it from COP. This research intends to unveil the elements of study circles.
This paper analyzed the characters of English study circles by the framework of Wenger’s (1998) Communities of Practice including four elements: community, meaning, practice, and legitimate peripheral participation.
The purposes of this study are:
1. To understand the first stage of English study circles according to Wegner’s community of practice.
2. To understand the process stage of English study circles in Wenger’s community of practice.
3. To understand the outcome of English study circles in Wenger’s theory.
4. To understand the concept of legitimate peripheral participation of group members in the English study circle.
5. To understand the implication learning and knowledge in English study circles.
This qualitative study explores the experiences of English study circles in Taiwan, examining the value of it from the aspect of community of practice. In addition, 10 interviewees from three study circles composed by different backgrounds of participants. Semi-structured content outline was used.
The results are:
1. English study circles can be seen as community of practice:
2. In the beginning stage:
The motivations of the participants: personal, learning purpose, work and making friends. The main way to operate the meeting is chatting. The content being shared are e English resources and professional knowledge.
3. In the mid stage:
Members in this stage have more interactions and gain greater familiarity with each other. They help each other to solve problems. Learning takes place. Friendship has been developed in this stage and negotiation is always the way before making any decision. Each study circles has its own artifacts.
4. In the late stage:
Factors that foster participation are competence, welcome environment, and personality. Beneficial factors foster participation: competence, welcome environment, personality. Factors: low competence, lack sense of belonging impedes participation. Both founders and participants develop their own responsibilities.
5. Legitimate peripheral participation:
Competence, friendship, and welcome environment act as shortcut from peripheral to core. Friendship helps members to change from personal learning to group learning
6. Learning & Knowledge in ESC:
English is not only the goal, but also as the trigger of learning. Members change from lower level goal to higher goal. Thus, Community of practice is an efficient way for learning.
Further research on the cycle and roles of ESC are recommended.

並列關鍵字

Community of Practice ； English study circle

參考文獻

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