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Perceptions of the value and uses of...

Brown, Charles Allen.

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Perceptions of the value and uses of English among university English majors in Taiwan.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Perceptions of the value and uses of English among university English majors in Taiwan./
作者:	Brown, Charles Allen.
面頁冊數:	315 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
Contained By:	Dissertation Abstracts International76-11A(E).
標題:	English as a second language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3710097
ISBN:	9781321859386

Perceptions of the value and uses of English among university English majors in Taiwan.
Brown, Charles Allen.

Perceptions of the value and uses of English among university English majors in Taiwan. - 315 p.

Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.

Thesis (Ph.D.)--The Ohio State University, 2014.

In this research, I employed qualitative methods to understand the role of English in the lives of 50 university English majors and recent graduates in Taiwan. I especially drew upon ethnographic interviews to learn about the life histories of English learning for these individuals, supplementing this data with ethnographic observations and participant observations as an English teacher at two universities in southern Taiwan. The ways in which participants made meaning of experiences with English, established goals, and enacted choices related to English provided insights into the role of the individual within the social, political, ideological, and pedagogical terrain in which English is situated. This especially highlights language ideology and language power.

ISBN: 9781321859386Subjects--Topical Terms:

516208
English as a second language.

Perceptions of the value and uses of English among university English majors in Taiwan.
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245 1 0 $a Perceptions of the value and uses of English among university English majors in Taiwan.
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500 $a Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
500 $a Adviser: Antoinette Errante.
502 $a Thesis (Ph.D.)--The Ohio State University, 2014.
520 $a In this research, I employed qualitative methods to understand the role of English in the lives of 50 university English majors and recent graduates in Taiwan. I especially drew upon ethnographic interviews to learn about the life histories of English learning for these individuals, supplementing this data with ethnographic observations and participant observations as an English teacher at two universities in southern Taiwan. The ways in which participants made meaning of experiences with English, established goals, and enacted choices related to English provided insights into the role of the individual within the social, political, ideological, and pedagogical terrain in which English is situated. This especially highlights language ideology and language power.
520 $a This research documents the uses to which participants put English in the past and present as well as their goals for English use in the future. The foremost use of English for these participants was within contexts of formal education in which they derived a number of tangible benefits from their English competency. Outside of such settings and for those having already graduated from university, English appeared to be much less useful. Despite this, individuals in this study -- especially those not having yet entered the workforce -- evidenced an inflated sense of the value of English both in the world of work and in Taiwan society more broadly.
520 $a Virtually all participants expressed criticism of English teaching as implemented in their day schools. They found these classes to be inadequate and even oppressive in nature due to the combination of heavy reliance on traditional teaching approaches and the focus on preparing for high-stakes high school and college entrance exams. They especially criticized the focus on declarative grammatical knowledge, rote vocabulary memorization, and formal literacy skills, viewing these as necessary but insufficient for the well-rounded language user. They perceived their own personal language deficits as rooted in these educational experiences. Although all had taken measures to supplement their formal day schooling, they still felt themselves to be weaker in oral language competencies and, especially, language use in less formal socially-situated negotiation of meaning.
520 $a The sense among participants of the ideologies and regimes of power underwriting English do not parallel the critical stance of scholars who have questioned widely-held assumptions about the value and innocence of English as well as the central position of the native speaker as language model and as preferred language teacher. Instead, constructing the foreigner in specific phenotypic terms, participants viewed themselves against a foreigner standard with foreigner contact being seen both as a measure of self worth and as a means of remediation. While such beliefs reflect a utilitarian sensibility given the benefits accruing from alignment with the institutions and linguistic norms associated with the traditional English-speaking countries, they also underwrite the ongoing hegemony of the native speaker and these countries and institutions. Instilling a sense of the legitimacy of Taiwan English could disrupt the hegemony of native-speaker Englishes, empowering students and teachers and enhancing their well-being. Reducing the reliance upon high-stakes assessments would also yield important benefits.
590 $a School code: 0168.
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650 4 $a Higher education. $3 641065
650 4 $a Educational sociology. $3 519608
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