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|Title:||The Journey Toward English Reading Literacy for Professional Purposes|
Beryl Chinghwa Lee
Department of English, NTNU
|Abstract:||本研究旨在探討外語學習者之專業英文閱讀素養發展歷程。本研究透過Gee (2001b)的社會認知閱讀理論，以及Peirce（1995）與Wenger (1998)的身分認同理論，試圖瞭解一位專業英文生手如何轉變為閱讀好手。透過立意取樣，一位中年藥商受邀加入本研究。自2007 年十月至2008 年二月，這位資深的專業英文閱讀者接受四次中文的生命敘說訪談。研究發現受訪者的語文素養及專業英文的投資挹注與其家庭身分認同議題有關。至於在工作場域，受訪者的專業英文閱讀水平則隨其社群定位的不同而有所變化：在社群周邊時，受訪者經歷巨大的困難與挑戰；到了社群中心時，隨著資深社群資格發展完成，受訪者展現良好的專業英文閱讀能力。本研究同時呼籲發展完整的閱讀理論以捕捉閱讀者身分認同發展的流動性。在教學方面，教師可考慮協助閱讀者覺知醒察自己在閱讀素養發展歷程上的定位與未來走向。|
The study aims to explore the EFL learner's developmental process of English reading literacy for professional purposes. Drawing on Gee's (2001b) sociocognitive perspective on reading, Peirce's (1995) theory of social identity, and Wenger's (1998) social ecology of identity, the research investigated how a novice became a competent English for Specific Purpose (ESP) reader. By purposeful sampling, a pharmaceutical product agent in her middle adulthood was invited to take part in the study. The experienced ESP reader received four Mandarin-based life-story interviews between October 2007 and February 2008. Thefindings indicated that the participant's investment in literacy and ESP reading was heavily involved with the identity that she had acquired in the family. It was also shown that at the work site, the participant's ESP reading proficiency varied with her positioning in her community: at the periphery, she experienced tremendous difficulties while at the core of the community, she demonstrated high level ESP reading proficiency along with full membership. The study suggests the need for a more comprehensive reading theory to capture the dynamism of reader identity. Pedagogical implications relate to the need for teachers to raise ESP readers' awareness of their positions and orientations in the literacy journey.
|Appears in Collections:||英語教學|
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