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    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/130891

    Title: 持久性與情境性因素對第二語言溝通意願的影響:個案研究
    Enduring and Situational Factors that Influence Willingness to Communicate in an L2: A Case Study
    Authors: 鄧禮賢
    Teng, Li-Hsien
    Contributors: 余明忠
    Yu, Ming-Chung
    Teng, Li-Hsien
    Keywords: 第二語言溝通意願
    Willingness to communicate
    Enduring variables
    Situational variables
    Case study
    Date: 2020
    Issue Date: 2020-08-03 17:18:11 (UTC+8)
    Abstract: 全球化使英語學習變得愈來愈重要,然而,讓學生在課堂上說英語對語言教師來說仍是件不容易的事。研究顯示與西方的英語學習者相比,亞洲的英語學習者在英語課上較為沉默寡言。過去的研究顯示由於考試導向文化的影響、缺乏信心、在表達意見上過於小心,以及害怕被負面評價等因素,許多亞洲的英語學習者不願意參與課堂討論活動。本研究的目的就是探討某些持久性與情境性因素如何增進一位台灣高中生的第二語言溝通意願。此個案研究中使用量化及質性兩種研究方法,希望透過這兩種研究方法,完整地了解特定持久性因素及情境型因素對受試者溝通意願的影響。研究參與者是一位在新北市私立雙語高中就讀的十二年級高中生。在此研究中,研究者使用動機因子問卷、課堂觀察、學生日誌、一次與受試者教師的半結構式訪談,以及兩次與受試者的半結構式訪談來蒐集資料,研究者透過這些資料分析持久性與情境性因素如何影響受試者的英語溝通意願。
    Globalization makes English learning become more and more important. However, language teachers around the world still struggle to get learners to talk in English. Studies show that Asian English learners are more reticent when compared with Western English learners. Previous research shows that because of the influence of examination-oriented culture, lack of confidence, being too cautious at giving opinions, and fear of being negatively evaluated, many Asian English learners are unwilling to participate in discussions. The purpose of the present study was to investigate how certain enduring and situational variables enhanced the willingness to communicate of a high school student in Taiwan. In this case study, both quantitative and qualitative methods were adopted to capture a holistic understanding of how certain enduring factors, and situational factors influence the willingness to communicate of the participant. The participant was a twelfth grader who studied in a private bilingual high school in New Taipei City. In the present study, the motivational factors questionnaire, the class observations, the student’s journals, one semi-structured interview, and two semi-structured interviews were utilized as data for the analyses of the influences of enduring and situational variables that influence the willingness to communicate of the participant.
    The results suggest that the three enduring factors, parental involvement, informal linguistic environments, and a learner’s core beliefs in L2 learning, can influence his willingness to communicate in different situations. In terms of parental involvement, the present case showed that different forms of parental involvement, including watching English videos with the participant, chatting with the participant in English, and creating opportunities for him to use English authentically, would enhance for his WTC. In terms of informal linguistic environments, the present study showed that the participant’s family trips in foreign countries, and his online-games provided him with good opportunities to use English authentically. In terms of a learner’s core beliefs, the present study showed that the participant’s core beliefs would influence how much efforts he wanted to put into different types of L2 learning activities.
    The results also suggest that situational variables, such as teachers’ teaching styles and immediacy, class size, and topics, might all influence the participant’s willingness to communicate. In terms of teachers’ teaching styles and immediacy, if a language teacher uses many communicative activities, and they are also warm and encouraging, as well as being non-critical when learners make mistakes, these would raise learners’ WTC. In terms of class size, a small class would be easier for a teacher to create good and warm classroom atmosphere. In terms of topics, students’ self-selected topics are preferable than textbook-assigned topics. The present study showed that students’ self-selected topics raised the participant’s confidence and interest in discussions. And they also raised his WTC. Based on the findings in the present study, pedagogical implications and suggestions were recommended for future research. It is hoped that this thesis can provide some insights into the study of enduring and situational variables that influence the willingness to communicate of English learners for researchers and educators in the field of TESOL.
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    Description: 碩士
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G1025510021
    Data Type: thesis
    DOI: 10.6814/NCCU202001076
    Appears in Collections:[英國語文學系] 學位論文

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