台灣大學生對全球化影響英語學習動機與身分認同之看法

Taiwanese College Students' Perceptions of L2 Motivation and Identity in a Globalized Context

視英語為國際語言(EIL)的研究領域中，就學習動機方面近期學者時有探討全球化對英語學習者態度之影響以及是否將其學習與逐漸明顯的全球化身分認同做連結。在台灣，這類議題雖引起關注，但對大學生們現況的改變同時進行質量討論卻不足。因此，本研究採質、量性分析，運用280份有效問卷及27位英文主修學生的日誌與訪談為資料，收集瞭解大學生們目前是否在經濟、文化已呈全球化的環境下改變其英語學習動機與是否形成兼具全球化與本地化之身分認同(global/local identity)。研究發現受訪對象其加強英語學習之主要目的是為具有利的英語溝通能力，以增加全球性工作生涯機會，而非長期以來Gardner所主張是為融合進入英語體系國家或社會做文化整合或調適(cultural integration/adjustment)為首要動機。本研究結果亦顯示台灣大學生不僅認同維護華人文化傳統的本地化身分，也期望擴展文化地平線以便作為成功的全球公民。本文最後提出教學建議以期增進學生學習動機與興趣。

Recent motivation studies in the field of English education have explored how globalization has impacted on the motivation for learning and teaching of English and how learners connect the learning of English with their emerging sense of a global identity. However, there has been limited research on these issues involving college level English language learners in Taiwan. This study seeks to fill that gap. Employing a combination of quantitative and qualitative approaches, and using a questionnaire, students’ journals, and interviews, this study aims to explore Taiwanese college students’ perceptions about the impact of globalization on their motivation and their global/local identity shaped by their desire to be part of the global society. The findings show that Taiwanese students are learning English primarily to become global citizens with the view to enhancing their career opportunities, and not for cultural integration/adjustment with target language communities. The study also shows that the learners strive to maintain their cultural identity that is embedded in their own cultural heritage while at the same time expanding their cultural horizon in order to become successful global citizens. Pedagogical implications are also provided to motivate learners to use English for global communication and for mutual understanding and respect.