台灣正努力在2030年建立雙語國家，旨在彌合國內的教育和文化資本差距。具備文化資本或能夠達到雙語狀態的高中學生很可能會這樣做，因為他們擅長於社會結構中穿行或出生於有利環境。相反地，缺乏此類資本的學生必須付出更大的努力，否則有被邊緣化的風險。這種二分法給台灣的明星和非明星高中學生都帶來了重大壓力。這些壓力來自各方面，包括自我期望、家長參與、學業要求、大學入學考試的準備以及同儕互動。

本研究旨在探討在台灣，明星高中學生是否比非明星學生更加面臨這些挑戰。採用混合方法和一對一面對面的學生訪談，本研究旨在闡明明星高中學生所面臨的壓力和壓力源。研究將探討他們對英語學習的看法，其重要性，台灣人願意學習英語及理解其重要性的程度，以及文化資本在他們的英語能力中的作用。利用多年的實地調查所得的兩項調查數據，目標是確定更好地為台灣2030年的雙語政策準備學生的策略。研究將提供政策建議和洞察，以增強台灣高中學生的優勢並解決已確認的弱點。

此外，該研究將分析來自台灣各地高中的數據，以改善學生的學習經驗並減輕教育系統內的系統性問題。本文的主要焦點是呈現高中學生的觀點，深入了解他們在台灣雙語教育倡議背景下的經歷和挑戰。

Taiwan is striving to establish a bilingual nation by 2030, a move aimed at bridging the educational and cultural capital gaps within the country. Senior high school students possessing cultural capital or the means to achieve bilingual status are likely to do so, as they are either adept at navigating societal structures or were born into advantageous circumstances. Conversely, those lacking such capital must exert greater effort or risk being marginalized. This dichotomy imposes significant pressures on both star and non-star high school students in Taiwan. These pressures emanate from various sources, including self-imposed expectations, parental involvement, academic demands, college entrance exam preparation, and peer interactions.
This study seeks to investigate whether star- senior high school students face these challenges to a greater extent than their non-star counterparts in in Taiwan. Employing mixed-methods methods and one-on-one face-to-face student interviews, this research aims to elucidate the pressures and stressors experienced by star senior high school students. The study will explore their perceptions of English learning, its significance, how Taiwanese are willing to learn English and understand its importance, and the role of cultural capital in their English proficiency. Utilizing quantitative data from two surveys conducted over several years of fieldwork, the objective is to identify strategies to better prepare students for Taiwan's 2030 Bilingual Policy. The study will offer policy recommendations and insights to enhance the strengths of Taiwanese senior high school students and address identified weaknesses.
Furthermore, the research will analyze data from senior high schools across Taiwan to improve students' learning experiences and mitigate systemic issues within the educational system. The primary focus of this paper is to present the perspectives of senior high school students, providing a comprehensive understanding of their experiences and challenges in the context of Taiwan's bilingual education initiative.

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