摘要
近年來，自我(self)和世界觀(international posture)在第二語言動機研究的領域上，引起廣泛的討論與研究。隨著全球化的到來以及國際間普遍以英文作為交流與溝通的語言，個人在全球化社會中的第二語言自我與英語學習動機間的關係值得探討。目前，在調查台灣青少年的英語學習動機時，並未有足夠以第二語言自我形象為架構(L2 Motivational Self System)的質化研究。此外，過去在台灣的動機研究結果顯示：父母在影響學生的學習動機上，扮演著重要的角色。
本研究透過訪談與質化內容分析，調查台灣父母的英語自我(English selves)和世界觀，如何影響台灣青少年的英語學習動機、第二語言自我(L2 self)與世界觀。九位台灣國中生和他們的父母參與這項質化研究。研究發現：大部分國中生的理想我(ideal L2 self)仍在發展中，然而他們卻都擁有應有我(ought-to L2 self)。這些學生的應有我大都受父母的影響，而且此影響是來自於父母在孩子學習過程中的幫助和參與，而不是父母自身的英語自我。此外，大部分的學生傾向於和世界各地的人們交談，但這些學生的世界觀並非受父母的影響：因為大多數的父母對國際性的事務、職業、溝通與活動並未抱持著太多興趣，亦鮮少給他們的孩子提供國際性的消息。總體來說，本研究證實：父母對台灣青少年應有我，存在著重要的影響。就理論而言，應有我需要進一步的檢驗，藉以找出增進的應有我(promotional ought-to L2 self)和制止的應有我(preventional ought-to L2 self)之間的交互作用，並且了解是如何轉化成理想我的。在教學上，父母和教師可以自我作為榜樣，提供國際性的消息並和學生進行討論。

ABSTRACT
Recently, the concept of self (Dörnyei, 2005, 2009a) and international posture (Yashima, 2002) raised attention in L2 motivation research. With globalization and English as an international language (Crystal, 2003), it is more appropriate to talk about an individual’s imagined identity in the global community and its relationship with English learning motivation (Dörnyei, 2005). To date, comparatively little qualitative research has been done on Taiwanese adolescent English learning motivation using L2 Motivational Self System. Besides, motivation research conducted in Taiwan suggested the influential role of parents (e.g. Chen et al., 2005).
Through interviews and qualitative content analysis, this study aims to examine how parents’ English selves and international posture affect their children’s English learning motivation, L2 selves, and international posture. Participants were 9 Taiwanese junior high school students and their parents.
The findings showed that most students’ ideal English self was emerging and developing and they had ought-to English self which was mostly influenced by their parents through parental supports not parents’ English selves, whereas most parents did not have possible English selves. Besides, most students had the tendency of interacting with people around the world, but their international posture was not influenced by their parents who did not have much interest in international affairs, vocation, communication and activities as well as provide global information for their children. Overall, the study suggested the parental influence on adolescents’ ought-to L2 self. Theoretically, the ought-to L2 self needs further investigation to see how promotional and preventional ought-to L2 self interact with each other and transform into ideal L2 self. Pedagogically, parents and teachers can be the role model and provide international information and discuss foreign affairs with students.

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