近年來，因為全球化的緣故，參加澳洲打工度假的人數每年越趨上升。雖然已經有很多打工度假經驗的相關研究，像是關於打工度假者的動機、其與旅遊的關聯性還有該經驗與返國後勞工市場的影響，但是針對打工度假的英語學習者的自我身份認同的研究，尤其是在亞洲地區，尚未得到充分關注與研究。因此，本研究目的在於調查打工度假經驗如何轉變其打工度假者的英語學習者的自我身份認同，採用敘事取向來描述一位台灣青年在澳洲打工度假一年之經驗。研究資料來源包含六次深入性訪談，每一次訪談持續大約半小時至一小時。研究結果凸顯打工度假提供其參與者機會去發展知識實踐社區，但要融入到知識實踐社區裡是一段很漫長的過程，需要花很多的時間及心力。而英語能力較弱的參與者則會表現出較強烈的集體意識傾向，甚至是將整個打工度假計畫視為一大型的語言學習計畫。並且，在澳洲待了一年的時間後，該名受試者不再認為自己只是英語學習者，而是開始視自己為英語這語言的使用者。這樣的轉變則歸功於知識實踐社區的鷹架支持。因此，有鑒於提升英文學習者的自信心，該研究建議老師和相關教育機構能夠將教學重心多擺至實務操作經驗練習上，並且希望本研究能為打工度假計畫申請者及語言教育者帶來啟發，協助其在出國前，能夠對即將面臨的旅程，不管是生理上或說心理上皆有所準備。

Recently, the number of young Taiwanese going to Australia under the Working Holiday Maker (WHM) program has been on the rise because of globalization (Horikawa, 2002; Kawashima, 2010). Though some research has been conducted regarding WHM’s motivational aspects, connection between WHMs and traveling or tourism and impacts after returning to the labor market (Chen et al., 2009; Ho et al., 2012; Lee & Lee, 2011), there is a lack of literature on WHMs’ English learner identity, especially in Asia. Hence, this study aims to investigate how WHMs’ experience interact with English learning identities. Narrative approach was adopted to depict the experience of one Taiwanese young adult who stayed in Australia for a year. Data was collected through interviews, and conducted for six times and each lasted about thirty to sixty minutes. The results show that the WHM program offers the participant opportunities to develop multiple communities of practice although it is a long process to enter the communities of practice. And participant with weak English proficiency shows strong collectivism orientation, and sees the WHM experience as a language learning project. After being a WHM for a year in Australia, the participant started to see himself as a learner of English instead of a user anymore, and this transformation is due to the scaffolding of communities of practice. Hence, it is suggested that teachers and the educational agencies could put more focus on communication-related activities with a view to increasing the students’ self-esteem in using English. Hopefully, the implications derived from the study would be beneficial for the applicants of WHM program and language educators.

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