閱讀是一項多元活動，需整合個人的認知及社會文化知識去理解握有的文本。然而，過去研究在探討閱讀理解時，多認定認知和動機為主要影響力，例如，字彙量、閱讀流暢性和閱讀策略。然而，個人的閱讀能力並不僅由具備的閱讀技巧和設定的閱讀目標而定義。事實上，社經背景是一個重要卻常被忽略的因素，因為其影響個人閱讀的態度以及形塑讀者的身分。
本研究將探討社會階級對台灣高中生英語閱讀習慣(reading practices)和讀者身分認同(reader identities)的影響，本研究藉由訪談、閱讀討論，以及閱讀寫作相關資料的蒐集，紀錄及分析學生的社會階級如何支持或是限制其獲取英語讀物的機會、英語閱讀的方式，最終影響其建立英語讀者和學習者的身分。藉由Block (2012, 2014)　提出的「社會階級」(social class)、Pierce (1995) 提出的「社會身分認同」(social identities)，以及Block & Corona (2014)、 McCall (2005) 和 Nash (2008) 提倡的「交叉性理論」(intersectionality) 加以檢閱及詮釋學生的社會階級和英語讀者和學習者身分的交互影響。
本研究發現社會階級對於學生在英語閱讀資源的取得和限制具有重要影響力，進而形塑學生的英語讀者身分認同和英語閱讀習慣。然而，社會階級並非唯一影響力，本研究亦發現數項非社會階級因素影響學生建立讀者身分和發展閱讀習慣，但不見得幫助學生變成有能力的英語讀者。

Reading is a multidimensional activity, requiring one to draw on his/her cognitive and sociocultural knowledge to understand the text at hand. Much reading research has centered on how cognitive demands (vocabulary size, reading fluency, and use of reading strategies) and motivational factors (learners’ learning intentions) influence one’s reading comprehension development. However, one’s reading ability is not merely defined by how well one utilizes a set of reading skills and the kinds of reading goals one sets out to accomplish. In fact, one’s socioeconomic standing is found to be a critical—but often overlooked—factor shaping one’s attitude toward reading and identity as a reader.
To fill in the gaps in research, the present study qualitatively explores the impact of Taiwanese EFL students’ socioeconomic status on their reader identities and reading practices. Through the lenses of social class (Block, 2012, 2014), intersectionality (Block & Corona, 2014; McCall, 2005; Nash, 2008), and social identities and investment (Pierce, 1995), the present study examines how learners’ social class can grant or restrict their access to different English reading materials, shape their investments in English reading, and eventually construct their identities as English readers. The findings of the present study show that social class plays an influential role in granting and constraining different social classes of students to access various English reading resources, reader identities and reading practices. However, social class is not the only factor in influencing students’ development of identities as English readers. Instead, several non-social-class factors are found to be powerful in shaping students’ investment in different reader identities and reading practices which, however, may not help them become competent English readers.

TABLE OF CONTENTS
TABLE OF CONTENTS-----IV
CHAPTER ONE-----1
INTRODUCTION-----1
1.1 BACKGROUND OF THE STUDY-----1
1.2 PURPOSE OF THIS STUDY-----5
CHAPTER TWO-----6
LITERATURE REVIEW-----6
2.1 READING COMPETENCE IN SECOND LANGUAGE ACQUISITION RESEARCH-----6
2.2. L1 READER IDENTITY AND READING PRACTICE-----7
2.3 THE INFLUENCE OF SOCIAL CLASS ON L1 READER IDENTITY AND READING PRACTICES-----10
2.4 L2 READER IDENTITY AND READING PRACTICES-----14
2.5 THE INFLUENCE OF SOCIAL CLASS ON L2 READER IDENTITIES AND READING PRACTICES-----16
2.6 THE PROPOSED STUDY-----18
CHAPTER THREE-----20
THEORETICAL FRAMEWORK-----20
3.1 SOCIAL CLASS IN SOCIOLINGUISTIC FIELD-----20
3.2 CLASS-BASED RESEARCH IN THE FIELD OF ENGLISH LANGUAGE LEARNING-----24
3.3 INTERSECTIONALITY AND ITS APPLICATION TO CLASS-BASED RESEARCH-----28
3.4 SOCIAL IDENTITIES AND INVESTMENT-----31
3.5 THE PRESENT STUDY-----35
CHAPTER FOUR-----37
METHODOLOGY-----37
4.1 RESEARCH DESIGN-----37
4.2 SITE SELECTION AND PARTICIPANT RECRUITMENT-----37
4.3 DATA COLLECTION-----43
4.3.1 Semi-structured Interviews------43
4.3.2 Reading Sessions-----45
4.3.3 Writing Samples-----46
4.4 THE ROLE OF THE RESEARCHER-----47
4.5 DATA CODING AND ANALYSIS-----48
4.6 TRUSTWORTHINESS-----50
CHAPTER 5-----55
FINDINGS-----55
5.1 THE FOUR PARTICIPANTS: JONG- LEE, CELINE, NIKE, REBECCA-----55
5.1.1 Lower-middle-class participants-----55
5.1.2 Upper-middle-class participants-----59
5.2 THE INFLUENCE OF SOCIAL CLASS ON ENGLISH READING EXPERIENCES-----63
5.2.1 English reading in school-----63
5.2.2 English reading outside of school-----70
5.3 SOCIAL CLASS INFLUENCE ON THE CONSTRUCTION OF ENGLISH READER IDENTITIES AND ENGLISH READING PRACTICES-----75
5.4 NON-SOCIAL-CLASS FACTORS-----81
CHAPTER SIX-----89
DISCUSSION AND CONCLUSION-----89
6.1 SOCIAL CLASS AND NON-SOCIAL-CLASS FACTORS SHAPING STUDENTS’ READING EXPERIENCES, PRACTICES AND READER IDENTITIES-----89
6.1.1 The influence of social class on students’ English reading experiences-----90
6.1.2 Social class and the influence on English reader identities and reading practices-----96
6.1.3 The influence of non-social-class factors on English reader identities and reading practices-----101
6.2 THEORETICAL AND PRACTICAL IMPLICATIONS-----105
6.2.1 Theoretical implication-----105
6.2.2 Practical implications-----108
6.3 CONCLUSION-----112
REFERENCES-----116
APPENDIX 1-----129
APPENDIX 2-----130
APPENDIX 3-----135
APPENDIX 4-----137
APPENDIX 5-----138

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