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

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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
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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.

TABLE OF CONTENTS
ABSTRACT (Chinese)…………………………………………………I
ABSTRACT (English)	…………………………………………III
ACKNOWLEDGEMNET .…………………………………………IV
TABLE OF CONTENTS………………………………………………V
LIST OF TABLES……………………………………………………X
LIST OF FIGURES …………………………………………………XI
LIST OF APPENDICES ……………………………………………XII

CHAPTER ONE: INTRODUCTION…………………………………1
1.1	Purpose of the Study	…………………………………………1
1.2	Statement of the Problem……………………………2
1.2.1	Graying of Population……………………………………	2
1.2.2	NTALL V.S. Young Learners………………………………	3
1.2.3	A Gap/Lacuna in the Literature……………………………	4
1.3	Rationale…………………………………………………………4
1.3.1	Community Colleges in Taiwan……………………………	4
1.3.2	NTALL – A Worldwide Prevailing Trend………………………9
1.3.3	Dearth of Information Regarding NTALL…………………9
1.4	Research Questions………………………………………………10
1.5	Methodology………………………………………………………10
1.6	Significance of Study……………………………………………11
1.7	Limitations of Study……………………………………………11
1.8	Definition of Terms…………………………………………………12
1.8.1	NTALL (Non-Traditionally Aged Language Learners)………12
1.8.2	Adult Learner…………………………………………………13
1.8.3	Andragogy……………………………………………………14
1.8.4	Social Gerontology…………………………………………14
1.8.5	Community of Practice………………………………………15
1.8.6	Community Language Learning (CLL)………………………15
1.8.7	Grammar Translation Method (Classical Method)…………17
1.8.8	The Direct Method (Charles Berlitz) …………………………18
1.8.9	The Audiolingual Method (ALM) ……………………………19
1.8.10	Total Physical Response (TPR) ………………………………21
1.8.11	Communicative Language Teaching (CLT) …………………22
1.8.12	The Natural Approach………………………………………25

CHAPTER TWO: LITERATURE REVIEW….……………………27
2.1	Andragogy (Study of Adult Learners)…………………………27
2.1.1	Cognitive Factors………………………………………………28
2.1.2	Affective Factors………………………………………………35
2.1.3	Teaching Implications for NTALL……………………………41
2.2	Related to Socio-cultural Theory..…………………………………48
2.3	Related to Activity Theory and Task-based Theory…………54
2.3.1	Activity Theory………………………………………………54
2.3.2 Task-based Theory………………………………………………54

CHAPTER THREE: METHODOLOGY..…………………………54
3.1	Preliminary Pilot Study……………………………………………54
3.2	Participants………………………………………………………54
3.3	Data Collection Procedure…………………………………………57
3.4	Qualitative Data Collection Methods………………………………………58
3.5	Data Analysis Instrument Employed………………………61
3.6	Data Analysis……………………………………………….62

CHAPTER FOUR: FINDINGS……………………………………64
4.1	Class as Community Building & Community Language Learning Rituals…64
4.1.1	Introducing Students to Community Rules……………………64
4.1.2	Security Index (SI)……………………………………………65
4.1.3	Break Students’ Pride…………………………………………69
4.1.4	Activate Students’ Prior Experiences………………………69
4.1.5	Teaching Students to Help Each Other………………………70
4.1.6	Major Community Activity Ritual: Farewell Party…………71
4.2	Role of English in Focal Participants Lives…………………72
4.2.1	Keep up to Date with Code Switching …………………………72
4.2.2	Crystal’s Spreading Influence of English…………………….73
4.2.3	Learn About SLA – From Instructor’s Experiences at NTUST………74
4.2.4	English to Communicate with Foreigners…………………74
4.2.5	English to Help Teach Grandchildren………………………76
4.3	Non-English Learning Aspects in Focal Participants’ Lives……76
4.3.1	Escape from Traditional Roles & Family……………………76
		4.3.1.1	Safe Learning Haven……………………77
		4.3.1.2	Can Maintain Face and Social Status……78
4.3.1.3	Learning How to Learn (Automaticity)…………79
4.3.2	Way of Keeping Up with Society…………………………80
		4.3.2.1	Electronic Dictionaries……………………81
		4.3.2.2	Websites………………………………………81
		4.3.2.3	E-learning Social Tools (Facebook)………82
		4.3.2.4	Email……………………………………………84
		4.3.2.5	Text Messages………………………………85
4.3.3	New Friendships & Social Community………………………85
4.3.4	Social Support System…………………………………………86
		4.3.4.1	Medical – Cancer Story…87
		4.3.4.2	Financial – Advice About Business Investing…87
4.3.4.3	Business – Sharing Information About Products……88

CHAPTER FIVE: DISCUSSIONS AND CONCLUSIONS………90
5.1	Research Questions……………………………………………….90
5.1.1	Research Question No. 1 – To what extent - if at all - do issues of community have on the focal participants’ experiences as NTALLs? …………90
5.1.2	Research Question No. 2 – What Are the Roles That the Focal Participants’ EFL Courses Play in Their Lives?............................91
5.1.3	Research Question No. 3 – What Pedagogical Implications Can be Derived From the Participants’ Experiences as NTALLs?...............96
5.2	Limitation of the Study………………………………………….101
5.3	Suggestions for Future Studies……………………………………102
5.4	Conclusion………………………………………………………103

REFERENCES ………………………………………………………105

APPENDICES ………………………………………………………112

LIST OF TABLES
Table 1.1 Traditional vs. Non-Traditional Learners........................................................12
Table 4.1 Security Index Questionnaire………………………………66

LIST OF FIGURES
Figure 3.1 Data Collection Procedure…………………………………58
Figure 3.2 Data Collection Methods……………………………………59
Figure 3.3 Four Stages of Analysis……………………………………62
Figure 4.1 Joe’s Security Index Chart…………………………………67

LIST OF APPENDICES
Appendix 1 The Researcher’s Teaching Material – (4) American Headway 1………………………………112
Appendix 2 The Researcher’s Teaching Material – (4) American Headway 1 – L1 to L7…………………………………………………113
Appendix 3 The Researcher’s Teaching Material – (4) American Headway 1 – L8 to L14………………………………………………..114
Appendix 4 The Researcher’s Teaching Material – (1) At the Airport…………………………………………………………………115
Appendix 5 The Researcher’s Teaching Material – (1) At the Airport…………………………………………………………………116
Appendix 6 The Researcher’s Teaching Material – (1) At the Airport…………………………………………………………………117
Appendix 7 The Researcher’s Teaching Material – (1) At the Airport…………………………………………………………………118
Appendix 8 The Researcher’s Teaching Material – (1) At the Airport…………………………………………………………………119
Appendix 9 The Researcher’s Teaching Material – (1) At the Airport…………………………………………………………………120
Appendix 10 The Researcher’s Teaching Material – (1) At the Airport…………………………………………………………………121
Appendix 11 The Researcher’s Teaching Material – (1) At the Airport……………………………………………………………122
Appendix 12 The Researcher’s Teaching Material – (1) At the Airport…………………………………………………………………123
Appendix 13 The Researcher’s Teaching Material – (1) At the Airport………………………………………………………………124
Appendix 14 The Researcher’s Teaching Material – (1) At the Airport………………………………………………………………125
Appendix 15 The Researcher’s Teaching Material – (2) Hotel and Restaurant English……………………………………………………26
Appendix 16 The Researcher’s Teaching Material – (2) Hotel and Restaurant English…………………………………………………127
Appendix 17 The Researcher’s Teaching Material – (2) Hotel and Restaurant English……………………………………………………128
Appendix 18 The Researcher’s Teaching Material – (2) Hotel and Restaurant English……………………………………………………129
Appendix 19 The Researcher’s Teaching Material – (2) Hotel and Restaurant English……………………………………………………130
Appendix 20 The Researcher’s Teaching Material – (2) Hotel and Restaurant English……………………………………………………131
Appendix 21 The Researcher’s Teaching Material – (2) Hotel and Restaurant English…………………………………………………132
Appendix 22 The Researcher’s Teaching Material – (2) Hotel and Restaurant English……………………………………………………133
Appendix 23 The Researcher’s Teaching Material – (2) Hotel and Restaurant English……………………………………………………134
Appendix 24 The Researcher’s Teaching Material – (2) Hotel and Restaurant English……………………………………………………135
Appendix 25 The Researcher’s Teaching Material – (2) Hotel and Restaurant English……………………………………………………136
Appendix 26 The Researcher’s Teaching Material – (2) Hotel and Restaurant English……………………………………………………137
Appendix 27 The Researcher’s Teaching Material – (2) Hotel and Restaurant English……………………………………………………138
Appendix 28 The Researcher’s Teaching Material – (3) Can You Believe It?......................................................................139
Appendix 29 The Researcher’s Teaching Material – (3) Can You Believe It? – L1………………………………………………………………140
Appendix 30 The Researcher’s Teaching Material – (3) Can You Believe It? – L1………………………………………………………………141
Appendix 31 The Researcher’s Teaching Material – (3) Can You Believe It? – L2………………………………………………………………142
Appendix 32 The Researcher’s Teaching Material – (3) Can You Believe It? – L2……………………………………………………………143
Appendix 33 The Researcher’s Teaching Material – (3) Can You Believe It? – L3……………………………………………………………144
Appendix 34 The Researcher’s Teaching Material – (3) Can You Believe It? – L3………………………………………………………………145
Appendix 35 The Researcher’s Teaching Material – (3) Can You Believe It? – L4………………………………………………………………146
Appendix 36 The Researcher’s Teaching Material – (3) Can You Believe It? – L4………………………………………………………………147
Appendix 37 The Researcher’s Teaching Material – (3) Can You Believe It? – L5……………………………………………………………148
Appendix 38 The Researcher’s Teaching Material – (3) Can You Believe It? – L5………………………………………………………………149
Appendix 39 Transcripts of Interviews of the Focal Participants……150
Appendix 40 Journals of the Focal Participants – Student #1………160
Appendix 41 Journals of the Focal Participants – Student #2………161
Appendix 42 Journals of the Focal Participants – Student #3………162
Appendix 43 Journals of the Focal Participants – Student #4………163
Appendix 44 Journals of the Focal Participants – Student #5………164
Appendix 45 Journals of the Focal Participants – Student #6………165
Appendix 46 Journals of the Focal Participants – Student #7………166
Appendix 47 Journals of the Focal Participants – Student #8………167
Appendix 48 Journals of the Focal Participants – Student #9………168
Appendix 49 Journals of the Focal Participants – Student #10………169
Appendix 50 Journals of the Focal Participants – Student #11………170
Appendix 51 Journals of the Focal Participants – Student #12………171
Appendix 52 Journals of the Focal Participants – Student #13………172
Appendix 53 Journals of the Focal Participants – Student #14………173
Appendix 54 Journals of the Focal Participants – Student #15………174
Appendix 55 Journals of the Focal Participants – Student #16………175
Appendix 56 Journals of the Focal Participants – Student #17………176

                                

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