本研究旨在探討以英語為外國語之學習者，在英語俱樂部中如何定位自己、如何看待學習、以及兩者間的關係。本研究欲探討的三個重點為：(一)學習者在英語俱樂部聚會中居於不同社會位置的過程；(二)學習者對英語俱樂部的看法和其在英語俱樂部聚會中自我定位的關係；(三)學習者在英語俱樂部聚會中的自我定位和其如何賦予學習意義的關係。
本研究採用個案研究法來觀察三位研究參與者，並蒐集了以下研究資料來進行三角驗證：背景資料、訪談資料、以及實地觀察資料。資料收集過程為二個階段的參與者觀察以及三輪的個別訪談。觀察資料總計大約54小時；訪談三位研究參與者的資料大約14小時；訪談其他俱樂部成員的資料總計大約15小時。資料分析採用持續比較法，並於後續採用Zimmerman (1998)的三種身份類型(即機構身份、言談身份和傳送身分)為本研究的分析架構。
本研究主要有三個主要發現：(一)三名研究參與者在英語俱樂部的聚會中，反映了Zimmerman三種身份類型，展現了不同形式的自我定位；(二)三名研究參與者對英語俱樂部的感受皆對他們在英語俱樂部聚會中的自我定位有影響；(三)三名研究參與者皆藉由在英語俱樂部聚會中的自我定位，賦予了自己對學習的意義。
以研究結果為基礎，本研究主要討論重點有六：(一)自我定位的轉換；(二)自我定位的層級；(三)對英語俱樂部的感受和自我定位的關係；(四)學習的意義和自我定位的關係；(五)社群的連續性；(六)以英語使用者自居的英語俱樂部成員。
為能更了解學習尋找社會定位，本研究提供三個未來的研究方向：(一)比較英語俱樂部中其他成員如何定位研究參與者，和研究參與者如何定位自己；(二)探究以英語為外國語之學習者，在有以英語為母語者加入為成員的英語俱樂部中之社會定位；(三)探究英語為外國語之學習者，如何在兩個或兩個以上的英語俱樂部定位自己；(四)了解沉默成員在英語俱樂部的參與感受。
為了能加強英語俱樂部的參與以及其應用，本研究提供三個實務上的建議：(一)鼓勵成員採用不同的形式來自由地參與英語俱樂部，例如聽者、說故事者、或是製造歡樂者；(二)英語俱樂部中的活動和其作法應能盡量多樣化，來滿足不同類型的成員；(三)應特別注意成員的分組，使其能多元化。

This study aimed to investigate the relationships between how EFL (English as a Foreign Language) learners positioned themselves and how they approached their learning in an English club. Three focuses formed the basis of this study: 1) the process of learners' enactment of different social positions in the English club meeting; 2) the relationship between learners' perceptions of the English club and their self-positioning in the English club meeting; 3) the relationship between learners' self-positioning and the meaning of learning in the English club meeting.
This study adopted a case study approach focusing on 3 participants in an English club. Data were collected from a variety of sources for triangulation, including personal information survey, interviews, and field observations. Data collection was comprised of 2 stages of participant observation and 3 rounds of individual interviews. The observational data was approximately 54 hours in total. The interview data for the 3 focal participants was approximately 14 hours in total, while the interview data for the other club members was approximately 15 hours in total. Constant comparative method was employed to analyze collected data at the early stage. Zimmerman' s (1998) three identity categories (i.e., situated identity, discourse identity, and transportable identity) were adopted to be the analytical framework for future theorization.
There were three major findings in this study: 1) the 3 focal participants demonstrated different forms of self-positioning in the English club meeting based on Zimmerman's three identity categories; 2) the 3 focal participants' perceptions of English clubs had a bearing on their self-positioning in the English club meeting; 3) the 3 focal participants made their own meaning of learning in relation to their self-positioning in the English club meeting.
On the basis of the findings, the present study has six major discussion focuses: 1) shifting forms of self-positioning; 2) levels of self-positioning; 3) perceptions of English clubs and self-positioning; 4) meaning of learning and self-positioning; 5) continuum of a social community; 6) English club members as language users.
To enrich the understanding of social positioning, the researcher suggest the following: 1) comparing the differences between how other members in an English club position the focal participants and how focal participants position themselves; 2) investigating EFL learners' social positioning in an English club with native English speakers; 3) exploring how EFL learners position themselves in two or more English clubs; 4) understanding how silent members think of their participation in an English club
To enhance the participation in and usefulness of an English club, three practical suggestions are provided: 1) members should be granted enough freedom to adopt different routes of participation in an English club, such as being a listener, a story teller, or a merrymaker; 2) activities and practices in such an English club should be as diverse as possible to embrace and accommodate different types of members; 3) particular attention should be given to diversify the grouping of members.

ABSTRACT................................................................ ...........ii
ACKNOWLEDGEMENTS...................................................vi
LIST OF TABLES.................................................................xi
LIST OF FIGURES..............................................................xii
CHAPTER 1 INTRODUCTION...........................................1
1.1 Background and Motivation..........................................1
1.2 Terminologies................................................................4
1.3 Purpose of the Study.....................................................6
1.4 Significance of the Study..............................................6
1.5 Overview of the Study....................................................7
CHAPTER 2 LITERATURE REVIEW.................................9
2.1 Theoretical Frameworks..............................................9
2.1.1 Community of Practice..............................................9
2.1.2 Affinity Space.............................................................10
2.1.3 Social Positioning....................................................12
2.1.4 Identity as Context....................................................13
2.2 Empirical Studies........................................................14
2.2.1 Opportunities and Constraints in Communities of Practice............................................................................15
2.2.2 Changing Participation Patterns in Communities of Practice............................................................................17
2.2.3 Multiple, Fluid Nature of Identity in Communities of Practice............................................................................20
2.3 Summary.......................................................................25
CHAPTER 3 METHODOLOGY.........................................27
3.1 Research Designs......................................................27
3.2 Context...........................................................................28
3.3 Researcher's Role......................................................31
3.4 Participants...................................................................31
3.5 Data Collection Methods and Procedures.............35
3.5.1 Rationale for Data Collection Methods................35
3.5.2 Data Collection Procedures...................................37
3.6 Data Analysis...............................................................39
3.7 Trustworthiness...........................................................44
3.8 Summary.......................................................................45
CHAPTER 4 FINDINGS ....................................................48
4.1 Howard..........................................................................48
4.1.1 Perceptions of English Clubs................................50
4.1.2 Participation Patterns..............................................54
4.1.2.1 A Listener...............................................................56
4.1.2.2 An Ice Breaker.......................................................60
4.1.2.3 A Former Exchange Student...............................65
4.2 Olivia..............................................................................70
4.2.1 Perceptions of English Clubs................................72
4.2.2 Participation Patterns..............................................76
4.2.2.1 A Merrymaker.........................................................77
4.2.2.2 A Language Helper..............................................83
4.2.2.3 A Health Aficionado..............................................89
4.3 Desmond......................................................................95
4.3.1 Perceptions of English Clubs................................96
4.3.2 Participation Patterns..............................................99
4.3.2.1 An Idiom Flaunter...............................................101
4.3.2.2 A Proverb Sharer.................................................107
4.3.2.3 A Former Sailor...................................................113
4.4 Summary....................................................................120
CHAPTER 5 DISCUSSION AND CONCLUSIONS....123
5.1 Summary of the Study..............................................123
5.2 Discussion.................................................................126
5.2.1 Shifting Forms of Self-Positioning......................126
5.2.2 Levels of Self-Positioning....................................127
5.2.3 Perceptions of English Clubs and Self-Positioning........................................................................129
5.2.4 Meaning of Learning and Social Positioning...130
5.2.5 Continuum of a Social Community....................132
5.2.6 English Club Members as Language Users...134
5.3 Limitations..................................................................136
5.4 Suggestions for Future Research.........................138
5.5 Pedagogical Implications........................................139
5.6 Conclusion of the Study...........................................142
REFERENCES.................................................................144
APPENDIX1: The Summary of Observational Data...153
APPENDIX2: The Summary of Interview Data............154
APPENDIX3: Personal Information Survey.................155
APPENDIX4: 1st-Round Interview Protocol................157
APPENDIX4: 2nd-Round Interview Protocol...............160
APPENDIX4: 3rd-Round Interview Protocol (For Howard).............................................................................161
APPENDIX4: 3rd-Round Interview Protocol (For Olivia).................................................................................162
APPENDIX4: 3rd-Round Interview Protocol (For Desmond).........................................................................163
APPENDIX5: Consent Form..........................................164
APPENDIX6: Sample Transcript of Interview..............169
APPENDIX7: Sample Transcript of Observation........171
APPENDIX8: Abbreviations for English Clubs...........173

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