研究生: |
歐陽雍 Yung Ou-Yang |
---|---|
論文名稱: |
北台灣某社區大學5位非傳統年齡學習者就團體學習法發展之個案研究 Investigating Issues of Community Language Learning in a Collective Case Study of Five Non-Traditionally Aged EFL Learners at a Community College in Northern Taiwan |
指導教授: |
周若漢
Robert Emil Johanson |
口試委員: |
陳聖傑
Sheng-jie Chen 賀一平 I-ping Ho |
學位類別: |
碩士 Master |
系所名稱: |
人文社會學院 - 應用外語系 Department of Applied Foreign Languages |
論文出版年: | 2011 |
畢業學年度: | 99 |
語文別: | 英文 |
論文頁數: | 193 |
中文關鍵詞: | 行動研究 、社區大學 、紮根理論 、非傳統年齡學習者 、社會文化學習理論 、質性研究 |
外文關鍵詞: | action research, community college, Grounded Theory, non-traditionally aged learners, sociocultural learning theory, qualitative research |
相關次數: | 點閱:455 下載:0 |
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本研究是透過行動研究調查描述為期一年之集體個案研究,旨在探討北台灣某社區大學5位非傳統年齡學習者(三位女性,兩位男性)之學習經驗。最特別地,這個以行動研究為主幹的調查本著受Vygotskyian啟發之社會文化及學習社群之觀點闡明這些退休人士在學習英語過程中的動機及經驗。資料的來源乃透過對參與者的訪談,課程互動的錄音及錄影,參與者的日記,基本問卷調查,研究者的筆記,及私人的書信往返,並透過紮根理論之分析。研究者發現參與者的看法及自評報告與學習社群的準則是相符合的。最後,在本論文之討論及結論部分中本研究對於其限制及潛在之教學運用亦做了探討。
This study reports on the findings of a one-year collective case study of five non-traditionally-aged adult English learners’ (three female, one male) experiences at one community college in northern Taiwan. More specifically, this mostly action research investigation attempts to shed light on these retirees’ motivations and the educational experiences as they negotiate the English-learning process from a Vygotskyian-inspired sociocultural and community of practice (Lave & Wenger, 1991) perspective. Data were gathered through interviews with participants, audio and video-recordings of classroom interactions, participants’ reflective journals, basic demographic questionnaires, the chief researcher’s class notes, and personal communication, and analyzed via Strauss and Corbin’s (1998) Grounded Theory open, axial and selective codification procedures. The researcher discovered that the perceptions and self-reported experiences of the focal participants conformed to Lave and Wenger’s community of practice (CoP) criteria. Finally, a discussion of the study’s limitations and potential pedagogical implications are presented in this report’s discussion and conclusion sections, respectively.
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