播客故事寫作活動中的第二語言學習：游移的個人認同

Second-language Learning in the Activity of Podcasting Storybook Writing: Fluid Personal Identity

筆者以質性個案研究為方法，以學童們透過電腦播客程式輔助故事錄製的過程 作為平臺，並且以Lave 和Wenger (1991)「學習社群」理論作為透鏡，使讀者得以 清楚地看清個人身份地位在學習情境中發展的情形。筆者發現：在社群中的個人身 份地位並非固定不變，而是持續變動的；它與社會的結構與學習者所遭遇的對象有 緊密的關聯性。從以圖畫為基礎的看圖說話，到由電腦播客程式輔助的故事錄製， 我們可以看到，不同社會結構與情境會導致學童間關係的重新組合，以及其個人身 份地位的轉變。而這樣的轉變使得有些學童與其他學童有了較好的人際關係，由此 也讓他們有更多的機會去參與學習活動、去獲取更多的學習資源。

This research adopts qualitative case study as a research method， second-language learning (SLL) in the course of podcasting storybook writing as a platform， and Lave and Wenger’s community-of-practice (CoP) as a lens to visualize personal identity development in a series of learning contexts. The results show that personal identity assignment does not stay unchanged， but is very fluid， changeable and closely related to the social setting and the people one encounters. Change of the social setting from the picture-based storytelling to the story-podcasting results in reformulation of the relationships among the children and a shift of personal identities， allowing some children to have better relationships with others and leading to more opportunities for participation in a learning activity and more access to learning resources.