國人對於政府推行2030雙語政策之認知類型研究—以雙北地區公教勞為例

在世界一體地球村概念的趨勢下，具備英語溝通能力，已成為通往國際社會不可或缺的個人能力要素。我國政府著眼於「厚植國人英語力，提升國家競爭力」，將以2030年為期，積極地推動「2030雙語政策」以形塑臺灣成為雙語友善國家。爰此，本研究透過文獻探討雙語教育、新加坡語言制度、學習動機及認知理論等議題，後續用Q方法進行小樣本分析，研究對象為雙北地區公、教、勞群體，過程裡共發展出56筆陳述句作為訪談題項，P集合有效樣本30份，並根據研究結果歸納出國人對於政府推行2030雙語政策之認知類型，命名為：「生涯發展型」、「教育素養型」、「文化溝通型」及「國家願景型」等4種認知類型，結論提出四大認知類型政府管理意涵及綜合性政策建議，作為政府相關部門後續在研擬及推展各項雙語政策之參考。

關鍵字

認知； Q方法；雙語教育；雙語政策；多元群體

並列摘要

With the concept of the global village as a world on trend, the capacity for communicating in English has become an indispensable element of personal ability to head for the international society. The government focuses on how to "strengthen people’s English proficiency and enhance the country's competitiveness," and is proactively implementing the "2030 Bilingual Policy," which aims to, by 2030, shape Taiwan into a bilingual-friendly country. Therefore, this study explored issues such as bilingual education, Singapore's language system, learning motivation, and cognitive theories through literature, and then adopted Q methodology to conduct a small sample research. The research subjects consisted of government employees, teachers and workers in Taipei and New Taipei City. In the process, 56 statements were used as interview items, and 30 valid interview samples were collected. In light of the research results, the public views on the government's promotion of bilingual policy were summarized into four categories, including "career development," "educational competency," "cultural communication," and "national vision." Meanwhile, there were four categorical implications and holistic suggestions put forward in conclusion for the authorities concerned to plan and implement the bilingual policy in the future.