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專書(含篇章)及其他著作名稱	Learning English and Chinese as Foreign Languages: Sociocultural and Comparative Perspectives
專書出版日期	2019-09-30
專書類別	紙本
是否為專書	是
使用語文	外文
專書是否經外部審稿程序或公開發行出版	是
作者順序	第一作者
通訊作者	是
出版年	2019
出版月	9
出版地	UK
出版者(社)	Multilingual Matters
ISBN編號	978-1-78892-513-6
所屬計劃案	MOST (NSC102-2918-1-160-002 / NSC102-2410-H-160-001-MY2)
可公開文檔
可公開文檔
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附件	2019 MM new book (website).pdf

[摘要] :
本書旨在比較在台灣以英語為外語（EFL）的教學與學習以及在英國以華語為外語（CFL）的教育，並特別聚焦於課堂活動與族群或社會團體文化、家庭資源以及學校的願景或目標的密切關聯。我希望能以維高斯基社會文化理論與跨文化比較的觀點，著重探討以下與外語教育相關之主題及重大議題：
 全球化對於EFL/CFL的影響：全球化對於外語教育的影響逐漸加深。對於傳統上僅將外語學習視為學科，我主張未來有需要將該種「知識價值」或「使用價值」之視角轉換為「交換價值」和「跨文化價值」。
 EFL/CFL的菁英社會地位：台灣的EFL實踐和英國的CFL實踐皆受到相似的新興社會議題影響，其包括語言學習認同上的菁英主義及不平等。若不消除諸如「只有聰明的學生才能把語言學好」等態度，要推翻上述之社會不平等就更困難了。
 教學法上的「文化橋接」與「社會語言學橋接」：能運用學生的族群文化或母語進行對話互動的台灣教師，在營造心理上的同屬感以及提高學生的EFL學習成就上更有成效；在英國的華語課堂中也能觀察到類似的互動模式，即運用學生的日常文化或教師自身的背景文化進行互動。觀察發現，在CFL教學上，一種因應文化的新興教學法－利用學生在社會語言學上對英文的既有認識來學習中文－對於年輕的英語母語人士很有幫助。
 「知識導向」的EFL之於「活動導向」的CFL教學法：於兩處的研究中，可見課堂內多項明顯的互動風格差異。雖然班級的大小不同－台灣平均30-40，英國10-15－不過最普遍能見的教學模式差異為台灣的「知識導向」文法教學，及英國與之相對的「活動導向」教學法。我們有理由認為「活動導向」教學法能幫助學生在全球化迅速發展的時代下，將外語學習從傳統的「知識價值」之視角轉換為「交換價值」和「跨文化價值」。
 涉及EFL與CFL的新興社會議題： EFL和CFL實踐皆無法排除社會化和濡化的影響。資源分配和社會性別認同等新興社會議題皆存在於這兩種語言的學習上。如果我們想鼓勵學生取得對上述議題的認識，這也包括那些缺乏適當文化資源的學生，就必須從個人、人際及策略層面帶入。
我希望本書所提供之教學法上的見解，有助於外語教師在課堂教學法中，納入文化與社會語言學的橋接，以利激發學習；也希望書中提供之理論性與方法性的見解，有利於研究人員藉由剖析社會、文化及歷史背景，檢視年輕人的外語學習過程。
請在此輸入摘要

[英文摘要] :
This book derives from sociocultural fieldwork carried out in Taiwan and England between 2004 to 2015. The first phase was carried out mainly in 2004 and 2005 in four Taiwanese secondary schools, the second between 2013 and 2016, when I travelled to England for fieldwork. In order to maintain methodological continuity between them as cross-cultural comparative investigations of young people’s foreign language learning, both followed a Vygotsky-inspired sociocultural framework. Sociocultural perspectives have grown in influence on the development of the field of second language acquisition (SLA), arguing that language learning does not take place in a social vacuum. It involves engagement of ideas among people, developed in everyday practice and shaped by social and cultural factors. Work from the first phase generated very rich findings which were disseminated to the academic world through several journal articles in the past few years. However, since a single paper has to focus on relatively narrow aspects in limited journal space, findings from these separate articles inevitably failed to provide a sufficiently holistic view of English as a foreign language (EFL) learning in Taiwanese schools, homes and communities. I kept feeling that there was need to disseminate these findings in full and in book format, providing more complete pictures of EFL learning and teaching practices with readers both in Taiwan and abroad.
In addition, three timely inspirations have propelled me to write this book. In 2014, the first came from the call for book projects from the Ministry of Science and Technology (MOST) in Taiwan, part of an attempt to broaden and prolong the impact of social scientific research because “books tend to last longer”. The next lay in rising interest in learning Mandarin Chinese worldwide. Chinese, my mother-tongue, appears to be growing in popularity with learners, young and old, including those in Anglophone countries such as Britain, Australia and the U.S. The third grew from realisation that very little is known about differences in students’ choices, experiences and difficulties in learning Chinese as a foreign language (CFL) in secondary schools in countries where it has been a recent addition to school curricula.
With these considerations in mind, the ultimate purpose of this book is to enhance our understanding of the processes whereby young people in Taiwan and Britain recognise, access and value English or Chinese as foreign languages at school, home or in the community. Hopefully, by comparing schools within the distinctive social and cultural settings of Taiwan and Britain, we are able to use another culture’s “lens” to see things from new analytical angles and improve our understanding of the limitations and strengths of our own educational practice and challenge our taken-for-granted viewpoints towards the familiar everyday practices of foreign language teaching and learning within our own cultures.