路 例 The Construction of Identity and the Internet Use in Transnational Communities : The Case Study of Taiwanese in USA 索 transnational communities 路

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1 行 路 例 精 類 行 年 年 行 立 參 理 林 理 理 利 年 年

2 路 例 The Construction of Identity and the Internet Use in Transnational Communities : The Case Study of Taiwanese in USA 索 transnational communities 路 流 例 都 不 裂 更 索 了 度 刺 數 流 ( 路 ) 領 不 略 不 歷 路 度 更 更 來 路 狀 更 路 1. 路 狀 2. 閳 3. 索 路聯 兩 4. 路 5. 索 路 理論 異 6. 路 利 落 7. 來 索 路 理論

3 ( ) 念 Steven Vertovec 了六 念 (1) (2) 離 識 (diasporic consciousness) (3) (syncretism) (cultural translation) (hybridity); (4) 流 來 (5) 來 離 (6) 念 (Vertovec, 1999: ) Steven Vertovec 更 兩 兩 念 立 立 連 連 參 都 (Vertovec, 2001:573) 例 兩 切連 聯 ( ) 路 流 利 度 來 McGrath 2002 易 McGrath 2002 來 陸 力 Shi 了 念 了 立 若 念 不 連 連 了 裡

4 料 度 ( ) 料 料 來理 料 類 類 數 料理 類 料 度來理 狀 類 略 ( ) 度 度 ( ) 留 路 路 論 ( ) 行 兩 ( %) (13 25%) (9 17.3%) ( 5.7%)

5 A1: A2: 切 裡 狀 C3: I don t identify as Taiwanese that much, just a little. I am American. My actions define who I am. B3 : 裡 了 了 裡 不 說 流 裡 裡 更 兩 A6 A8 兩 了 兩 不 H9: different group 不 不 kind of ABC 不 不 不 略 G12: It depends. I think it really depends on whom I m with. When I m with my Taiwanese church friends, we talk about something Americans can t understand. When I m with my American friends, they speak like other Americans do. So it depends. S. Hall 了 都 切 不 不 更 切 切 更 裂 都 更 流

6 不 更 (Hall,2000 ) Steven Vertovec 更 兩 兩 念 立 立 連 連 參 都 (Vertovec, 2001:573) 例 兩 切連 聯 ( ) 路 路 不 18 (34.6%) 了 13 (25%) 9 (17.3%) 兩 12 (23.1%) 路 Valid Cumulative Frequency Percent Percent Percent Valid did not help help id to Taiwan / China help id to US help id to both Total Missing Total 路 路 不 A3: 不 都 來 D2: 路 來說,, 不. B1: 不 什 不 便 什 不 便 Pizza Pizza Hot 路 料 料 便 什 不

7 路 路 連 B8 什 路 北 101 利 不 路 更 切 H3, focus 連 不見 路不見 A2. 不 了 什 A7 路 (Q:) 了 路 了 H2 :,,, 不 G10: My Internet use probably strengthens my identity toward US. Again it s just because I m more familiar with American websites. 路 兩 A3: 兩 都 路 兩 都 更了 更 說 落都 兩 不 B2: 兩 appreciate 來

8 不見 always principle appreciate the difference 路 路 路 聯 不 度 51 料 行 路 (Chi-square) 路 聯 立 若 路 路 聯 兩 行 Row % 路 例 44% 例 42% 例 14% 路 (21 ) 六 路 路 路 (7 ) 路 了 路 路 聯 立

9 路 路 ( ) 路 路 路 18 ( 34%)(1528.3%) (1120.8%) 路 Cumulative Frequency Percent Valid Percent Percent Valid none or missing others Total

10 G2 I guess my internet use strengthen my identity toward both Taiwan and US coz I often watch Taiwanese drama and listen to Taiwanese songs on line and also use American websites, I think they all influence me. G13 The Internet definitely strengthens my identity toward Taiwan coz I go on line to watch those shows. H1 說都 culture close, close to my daily life B6 了 不 說 離了 (Q: 度?)! 狀 D2 都! 路, 什,.. H6 說 不 了 不 說 B5 度 來 不 了 maintain 念 不 說 更! B7 路 Keep 識 說 都 了 B8 overall 都 不 都 () 路 來 來 年 離 () 路 年 路 識 識

11 A7 you know 來 了 離 connect to your root right? you have something in common to talk about ( ) 女 都 什 什 connection 來 H2, 不, , 了,,,,,, 路 路 兩 Row% 路 15.4% 不 (1.9%) 路 ( 5.8%) ( 1.9%) 路 路

12 ( ) 論 了 更 略 都 數 兩 料 路 51 料 行 路 (Chi-square) 路 聯 立 若 路 路 聯 兩 行 路 料 料 路 B. Anderson 類 度 了 路 了 見 行 行 年 領 來 兩

13 參 (2000) 38(1) Hall, Stuart (2000). 'The Multicultural Question', in Barnor Hesse (eds.), Un/Settled Multiculturalism: Diasporas, Entanglements, Transruptions. London: Zen Books, pp McGrath, B. (2002). Ethnic Identity and Media Use among Second-generation Korean-American University Students. The Degree of Master of Arts in Mass Communication, Florida. Shi, Y. (2005). Identity Construction of the Chinese Diaspora, Ethnic Media Use, Community Formation, and the Possibility of Social Activism. Journal of Media & Cultural Studies, 19(1), pp Vertovec, S. (1999). Conceiving and researching transnationalism, Ethnic and Racial Studies, Vol.22 No.2: (2001). Transnationlism and Identity. Journal of Ethnic and Migration Studies, 27(4),

14 錄 料 Id Gender Age The Age of Immigrating Language of Interview Education Occupation A1 Male Mandarin Master Engineer A2 Female Mandarin Nursing Degree Nurse A3 Female Mandarin Master Realtor A4 Male Mandarin (Some) College/Vocational Degree Computer Programmer A5 Female Mandarin Master Direct Sale A6 Male Mandarin PhD. Computer Programmer A7 Female Mandarin PhD. Piano Teacher A8 Female Mandarin and Taiwanese Medicine Degree Doctor B1 Female Mandarin High School Hair Saloon B2 Male Mandarin PhD. Consultant Staff/Researcher B3 Male Mandarin Master Executive Administration B4 Male Mandarin Master Engineer B5 Male Mandarin Medicine Degree Student B6 Male Mandarin (Some) College/Vocational Degree Technician B7 Male Mandarin (Some) College/Vocational Degree Technician B8 Male Mandarin Master Engineer B9 Male Mandarin PhD. Consultant Staff/Researcher B1 0 Female Mandarin (Some) College/Vocational Degree Executive Administration C1 Male 24 U.S.-born English PhD. Student C2 Male 30 U.S.-born English (Some) College/Vocational Degree Student C3 Male 28 U.S.-born English PhD. Student C4 Female 22 U.S.-born English (Some) College/Vocational Degree Student C5 Male 24 U.S.-born English (Some) College/Vocational Degree Student D1 Male Mandarin (Some) College/Vocational Degree Student D2 Female Mandarin Master Student D3 Male Mandarin (Some) College/Vocational Degree Executive Administration D4 Male Mandarin Master Engineer D5 Female 28 8 Mandarin Master Student D6 Male 25 U.S.-born English and Mandarin PhD. Student D7 Male Mandarin (Some) College/Vocational Degree Student D8 Male Mandarin (Some) College/Vocational Degree Computer Programmer G1 Male 21 U.S.-born Mandarin (Some) College/Vocational Degree Student G2 Female 21 U.S.-born English and Mandarin (Some) College/Vocational Degree Student G3 Female 20 U.S.-born English (Some) College/Vocational Degree Student G4 Female 26 U.S.-born English and Mandarin (Some) College/Vocational Degree Doctor G5 Male 19 U.S.-born English High School Student G6 Male Mandarin (Some) College/Vocational Degree Student G7 Female 17 U.S.-born English High School Student G8 Female English (Some) College/Vocational Degree Engineer G9 Female 20 U.S.-born English Master Student G10 Male 28 2 English (Some) College/Vocational Degree Computer Engineer G11 Male 29 U.S.-born English (Some) College/Vocational Degree Computer Engineer G12 Female 23 U.S.-born English and Mandarin Master Student G13 Female 24 U.S.-born English and Mandarin Master Student H1 Male Mandarin (Some) College/Vocational Degree Project Manager H2 Female 19 4 English and Mandarin High School Student H3 Male Mandarin Master Engineer H4 Male Mandarin (Some) College/Vocational Degree Traffic Control Inspector

15 H5 Male 41 U.S.-born English and Mandarin PhD. Investment Bank Global New Product H6 Female English and Mandarin Master Introduction Manager H7 Female 33 6 English and Mandarin Medicine Degree Computer Software Programming H8 Male Mandarin (Some) College/Vocational Degree Customer Service H9 Female 29 U.S.-born Mandarin (Some) College/Vocational Degree Teacher