行 路 例 精 類 行 年 年 行 立 參 理 林 理 理 利 年 年
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
( ) 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, 1999:449--456) 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 2005 2000 了 念 了 立 若 念 不 連 連 了 裡
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 (24 45.3%) (13 25%) (9 17.3%) ( 5.7%)
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
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 18 34.0 34.6 34.6 help id to Taiwan / China 13 24.5 25.0 59.6 help id to US 9 17.0 17.3 76.9 help id to both 12 22.6 23.1 100.0 Total 52 98.1 100.0 Missing 99 1 1.9 Total 53 100.0 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
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
不見 always principle appreciate the difference 路 路 路 聯 不 度 51 料 行 路 (Chi-square) 0.088 路 聯 立 若 路 路 聯 兩 行 0.040 Row % 路 例 44% 例 42% 例 14% 路 (21 ) 六 路 路 路 (7 ) 路 了 路 路 聯 立
路 路 ( ) 路 路 路 18 ( 34%)(1528.3%) (1120.8%) 路 Cumulative Frequency Percent Valid Percent Percent Valid none or missing 3 5.7 5.7 5.7 15 28.3 28.3 34.0 11 20.8 20.8 54.7 4 7.5 7.5 62.3 18 34.0 34.0 96.2 others 2 3.8 3.8 100.0 Total 53 100.0 100.0
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
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, email, 了,,,,,, 路 路 兩 0.023 Row% 路 15.4% 不 (1.9%) 路 ( 5.8%) ( 1.9%) 路 路
( ) 論 了 更 略 都 數 兩 料 路 51 料 行 路 (Chi-square) 0.088 路 聯 立 若 路 路 聯 兩 行 0.040 路 料 料 路 B. Anderson 類 度 了 路 了 見 行 行 年 領 來 兩
參 (2000) 38(1) 147-184 Hall, Stuart (2000). 'The Multicultural Question', in Barnor Hesse (eds.), Un/Settled Multiculturalism: Diasporas, Entanglements, Transruptions. London: Zen Books, pp.209-241. 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. 55-72. Vertovec, S. (1999). Conceiving and researching transnationalism, Ethnic and Racial Studies, Vol.22 No.2:447-462. (2001). Transnationlism and Identity. Journal of Ethnic and Migration Studies, 27(4), 573-582.
錄 料 Id Gender Age The Age of Immigrating Language of Interview Education Occupation A1 Male 35 26 Mandarin Master Engineer A2 Female 64 32 Mandarin Nursing Degree Nurse A3 Female 31 27 Mandarin Master Realtor A4 Male 35 30 Mandarin (Some) College/Vocational Degree Computer Programmer A5 Female 41 23 Mandarin Master Direct Sale A6 Male 49 28 Mandarin PhD. Computer Programmer A7 Female 38 20 Mandarin PhD. Piano Teacher A8 Female 54 27 Mandarin and Taiwanese Medicine Degree Doctor B1 Female 30 23 Mandarin High School Hair Saloon B2 Male 38 28 Mandarin PhD. Consultant Staff/Researcher B3 Male 65 34 Mandarin Master Executive Administration B4 Male 34 18 Mandarin Master Engineer B5 Male 31 12 Mandarin Medicine Degree Student B6 Male 31 13 Mandarin (Some) College/Vocational Degree Technician B7 Male 56 40 Mandarin (Some) College/Vocational Degree Technician B8 Male 39 18 Mandarin Master Engineer B9 Male 54 22 Mandarin PhD. Consultant Staff/Researcher B1 0 Female 40 36 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 22 11 Mandarin (Some) College/Vocational Degree Student D2 Female 29 23 Mandarin Master Student D3 Male 27 13 Mandarin (Some) College/Vocational Degree Executive Administration D4 Male 37 12 Mandarin Master Engineer D5 Female 28 8 Mandarin Master Student D6 Male 25 U.S.-born English and Mandarin PhD. Student D7 Male 24 15 Mandarin (Some) College/Vocational Degree Student D8 Male 29 14 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 29 12 Mandarin (Some) College/Vocational Degree Student G7 Female 17 U.S.-born English High School Student G8 Female 28 10 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 29 12 Mandarin (Some) College/Vocational Degree Project Manager H2 Female 19 4 English and Mandarin High School Student H3 Male 40 12 Mandarin Master Engineer H4 Male 29 12 Mandarin (Some) College/Vocational Degree Traffic Control Inspector
H5 Male 41 U.S.-born English and Mandarin PhD. Investment Bank Global New Product H6 Female 43 12 English and Mandarin Master Introduction Manager H7 Female 33 6 English and Mandarin Medicine Degree Computer Software Programming H8 Male 31 12 Mandarin (Some) College/Vocational Degree Customer Service H9 Female 29 U.S.-born Mandarin (Some) College/Vocational Degree Teacher