| Summary: | 碩士 === 國立政治大學 === 英國語文學研究所 === 103 === While the existing literature on the effects of service learning on second/foreign language learning sheds light on benefits for affective states, acquisition of cultural knowledge and enhancement of language skills (Caldwell, 2007; Grassi, Hanley &; Liston, 2004; Grim, 2010; Hummel, 2013; Liu, 2012; Polansky et al., 2010; ter Horst &; Pearce, 2010), its relation with learner beliefs has not been addressed. Moreover, although contextual factors that shape learner beliefs have aroused researchers' interests (Amuzie &; Winke, 2009; Kaypak &; Ortaçtepe, 2014; Ke &; Cahyani, 2014; Mercer, 2011a; Naghdipour, 2014; Yang and Kim, 2011; Zhong, 2010), few studies of this trend has been conducted in Taiwan. Therefore, the present study aims to explore English learners' beliefs in regard to Taiwanese and Sri Lankan contexts and probe into the changeability of these beliefs after service learning through the contextual approach.
To provide to an in-depth description and holistic understanding of learner beliefs about English learning across different contexts, a qualitative case study was conducted. The present study focuses on three senior high school students’ beliefs collected mainly from interviews before and after the international community service and analyzed with the constant comparative method (Lincoln &; Guba, 1985).
Five significant themes of learner beliefs were identified: (a) British and American English as the standard/common, (b) English-speaking countries as the ideal learning environment, (c) the necessity of adequate vocabulary size, (d) self-confidence and challenge of speaking English, and (e) aiming for communication and/or tests. The findings reflected the features of English learning in EFL and ELF contexts. Also, the students' learning experiences and their interrelationship with different contexts seem to be more influential than the environment itself.
In the attempts to take advantage of the international community service for English learning, this study provides suggestions for modifying the design of community service programs. Limitations of the current study and direction of future studies are also discussed.
|
|---|
