中文摘要
台灣地區不少專業人士需要倚重良好的英文閱讀能力以勝任職場工作，甚或出人頭地，研究者因之選擇專業英文閱讀作為探討的主題。回首過去30 年，我們受惠於前人的研究，對於閱讀有更深入的認識，然而，閱讀研究亦因見樹不見林而為人所詬病。例如，我們對稱職的閱讀好手如何演變而來幾乎一無所。近年來，許多人呼籲閱讀研究視讀者為具有社會、歷史、文化背景的主動參與者，視閱讀為長期發展的歷程。有鑒於此，本研究首先借用Gee（2001）的社會認知閱讀觀點（the sociocognitive perspective on reading）作為透鏡；該理論提倡閱讀為社會實踐（the social practice）的一種，並楬櫫在語言社群（Discourse）中，語言使用和讀者的身分認同以及社會實踐三者關係密不可分。為了瞭解讀者的身份轉化，本研究又借用Wenger(1998)的社會環境認同理論(social ecology of identity)，試圖洞悉學習者在外語環境中如何轉變為經驗熟練的閱讀者。
本研究提出三個待答問題以瞭解中年專業英文閱讀者複雜的演化歷程：
（一）在接觸專業英文之前，學習者有何語言學習經驗？
（二）專業英文閱讀如何立足於學習者的生活與工作經驗？
（三）學習者如何看待專業英文閱讀？
主要的資料收集工具為研究者所發展的生命敘說訪談大綱，取材自Belcher & Connor (2001), Ivanic (1998), McAdams (1993), Lu (2005)，並參考2007年春、夏所做的先導研究結果設計而成。本工具含六大核心項目，分別為（一）自我描述，（二）英文學習的歷程，（三）英文閱讀發展的歷程，（四）專業人的寫照，（五）專業英文閱讀發展的歷程，（六）生命故事的主軸。研究者透過立意抽樣在台灣地區召募了六位具有豐富專業英文閱讀經驗的中年人作為研究對象。根據Erickson（Bee & Boyd, 2002）的心理社會理論，「中年」在本研究中定義為30 歲以上的成人。研究者利用敘說研究法（narrative inquiry）收集資料。每一位研究對象接受三至四次的中文訪談，每次相隔一個月左右，每次約兩小時，總共完成了二十一次生命故事訪談，內容隨後轉譯為逐字稿，總共收集了723 頁單行間距的文稿。為回答第一個與第二個研究問題，研究者以整個生命故事為分析單位，以時間順序為分析主軸；換言之，本研究以時間面向觀看原發語言社群（primary Discourse）到次發語言社群（secondary Discourse）的移動歷程。至於第三個問題，研究者擷取敘說者形容自己為專業英文閱讀者或形容自己專業英文閱讀經驗的隱喻（metaphorical expression），詳加分析以求解答。
研究結果首先顯示閱讀在敘說者之中、英文早期學習經驗中皆具樞紐地位。在中文語言社群中，「讀書」與物質回饋經由考試文化緊密連結，閱讀的顯著性因個人、父母及社會的挹注（investment）而增加。大抵而言，早期中文學習為具有永續性的周邊參與（peripheral participation），極有可能因為在母語環境中，參與（participation）唾手可得，得以與表徵（reification）調配得宜。另一方面，閱讀在早期英語學習經驗中同樣具有核心地位，唯原因不同。一如中國大陸的英語學習者，多位研究對象因外語學習環境先天不足，導致參與和表徵比例失調而體驗了所謂「又聾又啞」（Tsui, 2007）的現象。由於學習者的英文聽、說經驗為不具永續性的絕緣參與（marginal participation），閱讀的重要性隨之提升。
有關專業英語閱讀如何立足工作與生活經驗中，研究者發現三個重覆出現的重要主題。首先，研究結果顯示讀者初期的專業英文閱讀為境邊經驗（boundary experiences），其間充滿重大的挑戰與困難。然而專業英文閱讀的境邊經驗大多為周邊參與，對讀者後來的專業英文閱讀發展，具有舉足輕重的影響。專業英文閱讀者得以成功跨越境邊的主要因素源自個人基於映像（imagination）及自主性（agency）所做的投資挹注。其次，職場中的專業英文閱讀並非出於個人抉擇，而是立足於身分協同（ the negotiation of identities ） 所牽涉的認同（identification）與協商（negotiability）之間的緊張關係，除了內在結構問題之外，尚需面對外在結構變化。因之，在地的專業英文閱讀者，其身分認同流動變遷的程度並不亞於具有長期居留他國經驗的讀者。此外，專業英文閱讀能力與專業身分交織結合為一。由於兩者之間微妙的依存關係，職場上的英文閱讀發展必須有相對應的專業發展方可得。因之，研究對象的生命故事屢屢見證語言社群中資深成員（old timers）展現其優異的專業英文閱讀能力；反之，新進社群人員往往有專業英文閱讀障礙。
最後，由敘說者使用的隱喻看出研究參與者對專業英文閱讀大抵抱持肯定的態度，並且認為專業英文閱讀是由境邊出發，朝向實踐社群核心移動的歷程，期間閱讀者得以施展自主性，並藉由映像去認同未來的語言社群，以轉化境邊經驗中的痛苦與障礙。
基於以上研究結果，研究者呼籲閱讀理論發展時程儘速納入讀者身份認同議題。閱讀理論家首先應該提出更具包容性的閱讀理論，以闡釋讀者身份認同之多元、活潑及混生的特質。其次，理論家應正視在地專業英文閱讀者以及專業英文閱讀教師的身分認同問題。唯有如此，我們才有機會在新的紀元洞察伴隨專業英文閱讀而來的諸多挑戰與機會。在教學上，本研究建議教師提供適當的課室活動以促進專業英文閱讀者的共同參與（mutual engagement）與身分協同。教師亦應整合聽、說、寫三種語言素養於閱讀教學課程中，並協助專業英文閱讀者瞭解自己在發展歷程中的定位與走向。

ENGLISH ABSTRACT
Considering that many people in Taiwan need to read English at reasonably high levels of proficiency so as to survive and thrive in their profession, the researcher
aims to investigate EFL readers who are involved in English for Specific Purposes (ESP). Admittedly, we now learn much more about reading than 30 years ago. However, reading research has been criticized for missing the forests for the trees. For instance, little has been understood about how one develops into a competent reader. In recent years, calls have been made for more reading research to view readers as socially, historically, and culturally situated actors and to view reading as a long-term developmental process. To respond to the call, this study first drew on Gee’s (2001) sociocognitive perspective on reading as a lens. Viewing reading as a social practice, the model emphasizes that language in use is heavily involved with identity and practice in Discourses (with a big D). To examine ESP readers’identity transformation, the researcher then borrowed Wenger’s (1998) social ecology of
identity to understand how a learner becomes an experienced ESP reader in the EFL context in Taiwan.
To shed light on the complexities of ESP reading literacy of the middle-aged adults, three research questions were raised:
(1) Prior to ESP reading, what language learning experiences do the learners have?
(2) How is the learners’ESP reading literacy situated in their working and living experiences
(3) How do the learners perceive their ESP reading literacy?
The main data collection tool was a life story interview protocol developed on the ground of Belcher & Connor (2001), Ivanic (1998), McAdams (1993), Lu (2005),
and the results of two pilot studies conducted respectively in the spring and summer of 2007. The core parts of the instrument included (1) A Self Description, (2)Landscapes of English Learning, (3) Landscapes of English Reading, (4) A Profile of a Professional, (5) Landscapes of English Reading for Professional Purposes, and (6)Themes of the Life Stories. Via purposeful sampling, the researcher recruited six experienced Taiwanese ESP readers in their middle adulthood, which was defined as from thirty to old age in accordance with Erickson’s psychosocial theory (Bee & Boyd, 2002). The six participants received three to four Mandarin-based oral life-history interviews, one apart from another about one month, each lasting about two hours. A
total of 21 interviews later were transcribed into verbatim, which mounted up to 723 pages in single space. To answer the first two research questions, the unit of analysis was determined to be the whole narrative. The life stories were analyzed mainly by the chronological development, i.e., the temporal dimension of the Discourse as indicated by the move from primary Discourse to secondary Discourse. To answer the third question, I isolated and analyzed the metaphorical expressions that the
participants used to describe themselves as ESP readers or to describe their experiences of ESP reading.
The results first indicated that in the participants’early language learning experiences, reading assumes a central role in both the Chinese and English
Discourses. In the Chinese Discourse, the culture of examination enhanced the significance of reading (du shu) by forging a bond between literacy practices and material rewards. As a result, the significance of reading accrued due to corollary investments from individuals, parents, and the society. Generally speaking, Chinese learning was peripheral, probably because in the L1 learning context, participation was readily accessible for the participants, which in turn rendered participation and reification in a good mix in one way or another. On the other hand, reading also took a central place in the participants’early English learning experiences, but for a different reason. Like many EFL learners in China, some participants of the study lived the experiences of “deaf-and-dumb”(Tsui, 2007) due to the uneven distribution of reification and participation in the difficult learning situations of the EFL context. Given that the participants’non-participation experiences of English listening and speaking were usually inconsequential, the role of English reading was magnified to a great extent.
In terms of the participants’ESP reading literacy in relation to their working and living experiences, three important themes recurred. First of all, the participants’
initial ESP reading experienced in the boundary was characterized by tremendous challenges and hardships. However, most of their boundary experiences of ESP reading were peripheral. The successful boundary crossing could be attributed to the readers’investments due to imagination and agency. Secondly, ESP reading of the participants in the workplace was not personal choices. Rather, it was situated in their negotiation of identities, which was implicated in the tension between identification and negotiability. In addition to the internal structural issue, the negotiation of identities also involved external structural issues. As a result, the identities of local
residents of a Discourse fluctuated as greatly as those who had experiences of long stay in foreign countries. Thirdly, ESP reading proficiency was seamlessly interwoven with competent membership. It was fully shown in the narratives that whereas an old timer could demonstrate his/her great ESP reading proficiency, the lack of competent membership created discontinuities of ESP reading.
As for the participants’perceptions, investigation of the metaphorical expressions revealed that the ESP readers had positive attitudes toward ESP reading in general. It was also shown that the participants perceived ESP reading as a process of moving toward the core of a given Discourse from its boundary, in which ESP readers could exercise agency and anticipate transformation of learning pains and difficulties beyond the boundary via imagination.
Based on the findings, it is advocated to put identity on the agenda in ESP reading research. First of all, a more comprehensive social reading model should be proposed to theorize fluidity, plurality, and hybridity of ESP readers’identities. In addition, due attention should be paid to the identity work of local ESP readers and
teachers. Only with more understanding of the issues of identities can we gain greater insights into the myriad challenges and possibility of ESP reading in the new
millennium. In terms of pedagogical impactions, it is suggested that teachers should provide ESP readers with good classroom opportunities to facilitate the learners’
mutual engagement and the negotiation of identities. The teachers should also integrate ESP reading with the other three language literacies and raise the readers’
awareness of their positions and orientation in their own journeys of ESP reading.

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