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。

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.

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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