A Narrative Inquiry of Applying Language Experience Approach to Create Identity Texts by a Female Immigrant Resident

• Main Authors: Huang,Szu-Han, 黃思涵
• Other Authors: Lin, Wen-Yun
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/7vaxbc

碩士 === 國立臺北教育大學 === 語文與創作學系華語文教學碩士班 === 105 === This study aimed at applying the key idea of the Language Experience Approach to create Identity texts with female immigrant resident. Through creating Identity texts, I want to explore how the female immigrant resident shows her Chinese language performance and self-efficacy. It adopted the qualitative approach of narrative inquiry and targeted at the female immigrant resident from Indonesia. We discuss her mother town experience story and in the process of analyzing and organizing the materials, trying to practice teaching skill in Language Experience Approach, discovering how a female immigrant resident re-shapes her identity texts, and observe how the self-efficacy changes. The research results showed that through Language Experience Approach, student and me can build a good relationships, also made the classroom atmosphere well. When student creates texts, she decides the content of her stories and the pictures she want to use. Teachers can give student more chances to share and get feedback from her classmates, so that the student can think and correct the texts. From the language of the identity of texts, I can find the student is not familiar with Chinese idioms, such as:「鞭炮」、「乩童」. The language of the student is mixed with the mother tongue and the Taiwanese language. In the creative process, through re-read, the student can find the language errors and creates again by herself. The Student speaks more because she cares about the content and add more part in order to interact with readers. Students' self-efficacy can be seen in three sections: "Textual Achievement and Successful Experience," "Talk to Teachers or Share with Others," and "Her Emotional Influence." According to the research results, it is suggested that the Language Experience Approach integrated into the general classroom to give female immigrant resident appropriate development space to affirm the ability of female immigrant resident, and to encourage her to face her own dual cultural background.