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系統識別號 U0002-2107200501150400
中文論文名稱 英語為外語情境中之雙重文化涵養
英文論文名稱 A Study on Acculturation in EFL Contexts
校院名稱 淡江大學
系所名稱(中) 英文學系博士班
系所名稱(英) Department of English
學年度 93
學期 2
出版年 94
研究生中文姓名 林怡弟
研究生英文姓名 Yi-Ti Lin
學號 890010035
學位類別 博士
語文別 英文
口試日期 2005-06-24
論文頁數 207頁
口試委員 指導教授-林春仲
委員-魏叔倫
委員-林春仲
委員-范瑞玲
委員-海柏
委員-林啟一
中文關鍵字 雙重文化涵養  單一文化涵養  學習型態  英語為外語  英語為第二語言 
英文關鍵字 Acculturation  Enculturation  Learning Style  English as a Foreign Language  English as a Second Language 
學科別分類
中文摘要 此研究主要探討在英語為外語情境中之雙重文化涵養,以及雙重文化涵養、學習方式和英文能力之間的相關性。共有四百一十一位英語為外語的學習者參與此研究。參與者分為五組:一百零四位大學英文系大四學生,六十九位大學英文系大一學生,八十位技術學院/科技大學應用英/外語大四學生,一百二十三位技術學院/科技大學應用英/外語大一學生,以及三十五位現在正在美國求學的大學或研究生。所有參與者皆填寫一份雙重文化涵養問卷、Reid’s學習方式問卷和中級全民英檢試題。結果顯示在英語為外語環境中,仍可擁有雙重文化涵養。此結論推翻先前Schumann和Brown的雙重文化涵養理論。其他結果顯示雙重文化涵養和英文能力並無相關,英文能力會影響學習方式,但雙重文化涵養並不會影響學習方式。
英文摘要 This study aims to investigate the possibility of acculturation to take place in EFL contexts, the relationship between acculturation and English proficiency, the relationship between English proficiency and learning styles, and the relationship between acculturation and learning styles. A total of four hundred eleven EFL learners participated in this study. The subjects were divided into five groups, senior university English majors (n = 104), freshmen university English majors (n = 69), senior institute of technology Applied English majors (n = 80), freshmen institute of technology Applied English majors (n = 123), and learners currently studying in the United States (n = 35). An acculturation scale questionnaire, Reid’s Perceptual Learning Style Preference Questionnaire, and a sample intermediate level GEPT were administered to all learners. Results of the study indicated that acculturation is possible in EFL contexts in Taiwan, and this finding is contrary to Schumann’s and Brown’s theories of acculturation. Learners with higher English proficiency are not more acculturated than learners with lower English proficiency; thus, there is no relationship between acculturation and English proficiency. The results also prove that learning styles are culture-bound and English proficiency is an influential factor on learning styles; however, there is no relationship between acculturation and learning styles.
論文目次 Table of Contents

Acknowledgements vii
Chinese Abstract viii
Abstract ix
Table of Contents x
List of Tables xii
List of Appendices xvi
Chapter One Introduction 1
Statement of the Problem 2
Statement of the Purpose 6
Research Questions 7
Conceptual Framework of Acculturation 7
Definitions of Terms 9
Significance of the Study 11
Chapter Two Review of the Literature 16
Language Situations in Taiwan 16
Language and Culture 25
Acculturation 36
Measurements of Acculturation 55
Language Learning and Culture 64
Chapter Three Methodology 75
Participants 75
Questionnaires and English Proficiency Test 81
Procedures 89
Data Collection and Analysis 90
Chapter Four Results 95
Demographic Data 95
General English Proficiency Test 100
Acculturation 107
Learning Styles 127
Major Findings 128
Chapter Five Discussion 133
Learners in Taiwan vs. Learners in the U.S.A 133
Five Group Comparisons 134
Comparison with Previous Research 146
The Effects of English Proficiency on Acculturation 149
The Effects of English Proficiency on Learning Styles 151
The Effects of Acculturation on Learning Styles 153
Chapter Six Conclusions 155
Pedagogical Implications 160
Limitations 162
Recommendations for Further Research 164
References 166
Appendices 176

List of Tables

Table 1 Paired Sample t-test for GEPT Reading Comprehension Adminstered in Calss and by LTTC 91
Table 2 Reliability Test for Questions on Acculturation with Cronbach’s Alpha 93
Table 3 Reliability Test for Questions on Retention with Cronbach’s Alpha 93
Table 4 Learners’ Gender Distribution 95
Table 5 Learners’ Native Languages 97
Table 6 Learners’ Perception of English as a Second Language or English as a Foreign Langauge 98
Table 7 Learners’ Identification of Themselves 99
Table 8 Sample Intermediate GEPT Scores 100
Table 9 One-way ANOVA – Comparing the Mean Scores of GEPT Reading Comprehension of Different Groups 101
Table 10 Cross Comparison of the GEPT Reading Scores of Different Groups 102
Table 11 Correlation Between Years of Studying English and GEPT Reading Comprehension Scores for All Learners 103
Table 12 One-way ANOVA – Comparing the Mean Scores of GEPT Listening Comprehension of Different Groups in Taiwan 103
Table 13 Cross Comparison Between the GEPT Listening and the Different Groups in Taiwan 104
Table 14 Correlation Between the Sample Intermediate GEPT Reading Comprehension Scores and Listening Comprehension Scores 105
Table 15 Correlation Between Years of Studying English and GEPT Reading Comprehension Scores for Learners in Taiwan 106
Table 16 Correlation Between Years of Studying and GEPT Listening Comprehension Scores for Learners in Taiwan 106
Table 17 Acculturation and Culture Retention of All Learners in Various Dimensions 107
Table 18 Correlations Between Acculturation and Retention in Different Dimensions for all Learners 109
Table 19 Correlations Between GEPT Reading Comprehension and Various Dimensions of Acculturation 110
Table 20 Correlations Between GEPT Reading Comprehension and Various Dimensions of Retention 111
Table 21 Correlation Between Acculturation and Years of Studying English 111
Table 22 Acculturation and Culture Retention of learners in Taiwan and Learners in the United States in Various Dimensions 112
Table 23 Independent Sample t-test for Social Acculturation 113
Table 24 Independent Sample t –Test for Significant Retention in Different Dimensions 113
Table 25 Different Groups’ Acculturation and Culture Retention Levels in Various Dimensions 115
Table 26 One-way ANOVA – Comparing Language Retention Between the Five Groups 116
Table 27 Cross Comparison of Language Retention Between the Five Groups 116
Table 28 One-way ANOVA – Comparing Value/Attitude Acculturation Between the Five Groups 117
Table 29 Cross Comparison of the Value/Attitude Acculturation Between the Five Groups 117
Table 30 One-way ANOVA – Comparing the Value/Attitude Retention Between the Five Groups 118
Table 31 Cross Comparison of the Value/Attitude Retention Between the Five Groups 119
Table 32 One-way ANOVA – Comparing Identity Acculturation Between the Five Groups 119
Table 33 Cross Comparison of Identity Acculturation Between the Five Groups 120
Table 34 One-way ANOVA – Comparing Identity Retention Between the Five Groups 120
Table 35 Cross Comparison of Identity Retention Between the Five Groups 121
Table 36 One-way ANOVA – Comparing Social Acculturation Between the Five Groups 122
Table 37 Cross Comparison of Social Acculturation Between the Five Groups 122
Table 38 One-way ANOVA – Comparing Social Retention Between the Five Groups 123
Table 39 Cross Comparison of Social Retention Between the Five Groups 123
Table 40 Means of the Acculturation Scale by All Five Groups 124
Table 41 Learners’ Learning Style Preferences 127


List of Appendices

Appendix 1 The Acculturation Scale Questionnaire and PLSPQ for Learners in Taiwan 176
Appendix 2 The Acculturation Scale Questionnaire, and PLSPQ for Learners in the United States 182
Appendix 3 Sample Intermediate Level GEPT Listening Comprehension Test 188
Appendix 4 Sample Intermediate Level GEPT Reading Comprehension Test 196


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