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| 題名: | 探究高職生的語言素養與身份發展：以身份認同資源理論為本的英文寫作課程為例
Learner identity investment of vocational high school students in an English writing course designed based on funds of identity: A qualitative case study |
| 作者: | 何翠倫
Ho, Tsui-Lun |
| 貢獻者: | 招靜琪
Chao, Chin-Chi
何翠倫
Ho, Tsui-Lun |
| 關鍵詞: | 學習者投資
身份認同資源
身份認同文本
身份認同物件
機器翻譯
高職學生
Learner investment
Funds of identity (FoI)
Identity texts
Identity artifacts
Machine translation
Vocational high school students |
| 日期: | 2025 |
| 上傳時間: | 2025-08-04 15:37:17 (UTC+8) |
| 摘要: | 語言教學中的學習者投資（learner investment）研究顯示，語言學習與身份認同發展密切相關。然而，目前仍少有研究探討如何透過肯定學習者身份認同的教學設計來促進學習投資。本文以身份認同資源（Funds of Identity, FoI）方法為基礎，探究四位台灣高職學生在一門以身份認同資源導向的英語寫作課程（FWC）中的語言素養與身份認同發展以及其對英語的學習投資。本研究於課後非正式情境中進行，共14堂課，總計28小時。它涵蓋七個生活主題，結合身份認同物件創作與人工智慧機器翻譯作為中介工具，協助學生書寫雙語身份認同文本與探索身份認同。資料蒐集方式包括非正式與半結構式訪談、課堂觀察、物件作品與課堂回饋。研究發現，四位參與者展現其各自獨特的學習投資歷程。Sam因喪父透過書寫表達情感並與研究者分享生活挑戰，強調重要他人陪伴對其學習的意義，進而從被動學習者轉變為主動英語使用者。Alice長期放棄英語，透過專注於發音與流利度，逐步成為有自信的學習者。Vicky渴望進步但受限於考試導向教學方式。透過專注於語言準確性，發展為自立的學習者。Eric長年補習英語，卻缺乏興趣，僅在考試前學習英語。在課程中，他成為具策略的考試導向學習者。透過主題式分析法，本研究揭示參與者的語言素養與身份認同發展及其投資歷程模式，發展出多樣貌的個人化學習者身份認同資源，包含陪伴導向、流利度導向、準確性導向與考試導向，其形成與語言意識形態的變化與學習資源取得密切相關。本研究亦提出一個身份認同資源模型，說明身份認同資源的探索和表達如何與文本、物件和數位工具相關聯。最後提出研究侷限及教學實務建議，以供未來研究與課程設計參考。
Research on learner investment in language teaching and learning has revealed a close relationship between language learning and identity development. However, limited research has explored how identity-oriented pedagogy can affirm learners’ identities to promote investment. Drawing on the funds of identity (FoI) approach, this study examines the literacy and identity development of four vocational high school students in Taiwan and their investment in a FoI-based English writing course (FWC). Conducted in an out-of-school setting, the 14-lesson, 28-hour course covered seven life-related themes and integrated identity artifact creation and AI machine translation as mediation to support bilingual identity texts and identity exploration. Data were collected through informal and semi-structured interviews, classroom observations, artworks, and class reflections. The findings revealed that each participant demonstrated a distinct investment trajectory. Due to the loss of his father, Sam used writing to express his emotions and shared personal challenges with the researcher, highlighting the significance of key individuals’ company and transitioning from a passive learner to an active English user. Alice, who had given up on English, transformed into a confident learner by focusing on pronunciation and fluency. Vicky, who felt confined by exam-driven instruction, became a self-reliant learner by improving accuracy. Despite attending cram school for years, Eric, who lacked interest and only studied English before exams, gradually became a strategic, exam-oriented learner. Using thematic analysis, this study identified the participants’ literacy and identity development as well as their investment trajectories, developing diverse individualized learner FoI—companion-oriented, fluency-focused, accuracy-focused, and exam-oriented—shaped by evolving ideologies and accessible forms of capital. This study proposes a FoI model, illustrating how FoI exploration and expression relate to identity texts, identity artifacts, and digital tools. It concludes with limitations and pedagogical implications for future research and curriculum design. |
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國立政治大學
英國語文學系
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