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題名：Inner Contradictions in English-Medium Instruction in Higher Education: From an Activity Theory Perspective
書刊名：東吳外語學報
作者：黃怡萍 引用關係
作者(外文)：Huang, Y. P.
出版日期：2014
卷期：39
頁次：頁31-73
主題關鍵詞：英語授課；活動理論；內部衝突；English-medium instruction；Activity theory；Inner contradictions
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(1) 博士論文(0) 專書(0) 專書論文(0)
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  • 共同引用共同引用:17
  • 點閱點閱:21
英語授課在非以英語為母語的高等教育中早已蔚為風行，過去相關研究雖描述行政主管、教師、教師所遭遇的衝擊與挑戰，但卻常用個別行動（individual action）為主要分析單位，而忽視集體活動（collective activities）的重要性。本研究以Engeström（1987, 1996, 2001）活動理論（Activity Theory）的內部衝突（inner contradiction）概念為框架，假設對象導向（object-oriented）與工具中介（tool-mediated）的活動系統（activity system）改變是因內部衝突而致，試圖探討一所私立大學專業教師與學生的英語授課經驗，並著重指出活動系統內與跨系統間的衝突及影響。研究結果顯示：所有研究參與者都有活動系統內與跨系統間的衝突及改變。以個別活動系統分析而言，學生逐漸從使用取向變成分數取向，而專業教師則逐漸能重視學生需求。雖然兩者改變的動機不同，但在各自教學經驗影響下，卻從未挑戰英語授課的政策。以集體活動系統分析而言，研究並未發現教師與學生在英語授課中設定立即的共同期待，活動系統也沒有質的變化。本文證實活動理論在英語授課研究與教學的可行性，而透過活動系統分析描繪各重要關係人系統內與跨系統間的衝突，也將為未來英語授課的教學與改變奠定基礎。
University settings in non-native English-speaking (NNES) contexts have witnessed the growth of English-medium instruction (EMI). Most prior research sheds light on the challenges and contradictions NNES stakeholders experience by using individual action as a unit of analysis without considering such experiences as collective activities. Drawing on Engeström's (1987, 1996, 2001) notion of inner contradiction in Activity Theory (AT) that presumes the derivation of change from tensions in the object-oriented and tool-mediated activity systems, this paper explores content instructors' and students' experiences engaging in English-taught programs in a private Taiwanese university. Specifically, the focus identified inner contradictions within and across activity systems and the corresponding consequences. Findings showed that all participants had tensions within and across collective activity systems that could affect the change of these systems. In the individual activity analysis, students tended to adopt a grade, rather than use orientation in object transformations, while content instructors shifted from concern about themselves to recognizing students' needs. Even though the motivation behind initiating change in the activity system may differ, the deep-seated rules about English-only instruction remained unchallenged, with stakeholders' history of learning and teaching being a significant mediator. The joint activity analysis showed no shared object between students and content instructors in adopting EMI and no qualitative change. Such results attest to the usefulness of the AT framework in future EMI research. The discussion of the effects of these contradictions within and among stakeholders through an AT perspective supports future pedagogy and interventionist research in which new practices can be derived from activity system analyses for EMI development.
期刊論文
1.Baker, W.(2009)。The cultures of English as a lingua franca。TESOL Quarterly，43(4)，567-592。  new window
2.Sert, N.(2008)。The language of instruction dilemma in the Turkish context。System，36(2)，156-171。  new window
3.Tatzl, D.(2011)。English-medium masters, programmes at an Australian university of applied sciences: Attitudes, experiences and challenges。Journal of English for Academic Purposes，10(4)，252-270。  new window
4.黃怡萍(20120300)。Design and Implementation of English-Medium Courses in Higher Education in Taiwan: A Qualitative Case Study。英語教學，36(1)，1-51。new window  new window
5.Hüttner, J.、Dalton-Puffer, C.、Smit, U.(2013)。The power of beliefs: lay theories and their influence on the implementation of CLIL programmes。International Journal of Bilingual Education and Bilingualism，16(3)，267-284。  new window
6.Barab, S. A.、Barnett, M.、Yamagata-Lynch, L.、Squire, K.、Keating, T.(2002)。Using Activity Theory to Understand The Systemic Tensions Characterizing A Technology-Rich Introductory Astronomy。Mind, Culture, and Activity，76-107。  new window
7.Dunne, C.(2009)。Host Students' Perspectives of Intercultural Contact in An Irish University。Journal of Studies in International Education，13，222-239。  new window
8.Engeström, Y.(1996)。Developmental Work Research as Educational Research: Looking Ten Years Back into The Zone of Proximal Development。Nordisk Pedagogik，16，131-143。  new window
9.Evans, S.、Morrison, B.(2011)。Meeting the Challenges of English-Medium Higher Education: The First-Year Experience in Hong Kong。English for Specific Purposes，30(3)，198-208。  new window
10.Kim, T. Y.(2011)。Sociocultural Dynamics of ESL Learning (De)Motivation: An Activity Theory Analysis of Two Adult Korean Immigrants。The Canadian Modern Language Review，67，91-122。  new window
11.Liu, Y. W.、Chang, C. F.(2011)。Blogging as Mediated Action in The Development of Two EFL Teachers: An Activity Theory Approach。The Journal of Asian TEFL，8，25-59。  new window
12.Madyarov, I.、Faef, A.(2012)。Contradictions in A Distance Course for A Marginalized Population at A Middle Eastern University。The International Review of Research in Open and Distance Learning，13，77-100。  new window
13.Mosvold, R.、Bjuland, R.(2011)。An Activity Theory View on Learning Studies。International Journal of Early Childhood，43(3)，261-275。  new window
14.Raymond, P. M.、Parks, S.(2002)。Transitions: Orienting to Reading and Writing Assignments in EAP and MBA Contexts。The Canadian Modern Language Review，59，152-180。  new window
15.Engeström, Y.(2001)。Expansive Learning at Work: Toward an Activity Theoretical Reconceptualisation。Journal of Education and Work，14(1)，133-157。  new window
16.Hudson, P.(2009)。Learning to teach science using English as the medium of instruction。Eurasia Journal of Mathematics, Science & Technology Education，5(2)，165-170。  new window
17.Yamagata-Lynch, L. C.、Haudenschild, M. T.(2009)。Using activity systems analysis to identify inner contradictions in teacher professional development。Teaching and Teacher Education，25(3)，507-517。  new window
18.Paseka, A.(2000)。Towards internationalization in teacher education: an attempt to use English as the working language in a sociology course。Teaching in Higher Education，5，359-371。  new window
19.葉純純(20130100)。Instructors' Perspectives on English-Medium Instruction in Taiwanese Universities。課程與教學，16(1)，209-231。new window  new window
圖書
1.Coyle, D.、Hood, P.、Marsh, D.(2010)。Content and language integrated learning。Cambridge University Press。  new window
2.Carspecken, Phil Francis(1996)。Critical ethnography in educational research: A theoretical and practical guide。Routledge。  new window
3.Lemke, Jay L.(1990)。Talking science: Language, learning, and values。Ablex。  new window
4.Charmaz, Kathy(2006)。Constructing grounded theory: A Practical Guide Through Qualitative Analysis。Sage Publications。  new window
5.Dewey, John(1910)。How we think。D. C. Heath and Company。  new window
6.Engeström, Yrjo(1987)。Learning by Expanding: An Activity-Theoretical Approach to Developmental Research。Orienta-KonsultitOy。  new window
其他
1.Leont'ev, A. N.(2012)。Activity, Consciousness, and Personality，http://marxists.anu.edu.au/archive/leontev/works/1978/index.htm， 2012/05/24。  new window
圖書論文
1.Engeström, Y.(1991)。Developmental Work Research: Reconstructing Expertise through Expansive Learning。Human Jobs and Computer Interfaces。Amsterdam：Elsevier。  new window
2.Virkkunen, J.、Mäkinen, E.、Lintula, L.(2010)。From Diagnosis to Clients: Constructing The Object of Collaborative Development between Physiotherapoy Educators and Workplaces。Activity Theory in Practice: Promoting Learning across Boundaries and Agencies。NY：Routledge。  new window
3.Yamazumi, K.(2009)。Expansive Agency in Multi-Activity Collaboration。Learning and Expanding with Activity Theory。Cambridge：Cambridge University Press。  new window
4.Stewart, T.、Sagliano, M.、Sagliano, J.(2002)。Merging Expertise: Developing Partnerships between Language and Content Specialists。Content-based Instruction in Higher Education Settings。Alexandria, VA：TESOL。  new window
 
 
 
 
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