在台越南跨國銜轉學生之基礎級華語教材之編撰與教學應用

本研究旨在探究於台灣中小學就讀之越南跨國銜轉學生華語教學情形與研發針對性之實作教材。研究者採用行動研究、對比分析、偏誤分析、教育民族誌、深度訪談等研究方法，設計一本針對越南跨國銜轉中小學生使用的國別化基礎級華語教材，以縮短學生建立華語基礎知識和溝通能力的時間，幫助學生加快銜接台灣教育的速度。本研究分為三個研究階段：前置研究階段、教材設計階段和後置研究階段。就前置研究而言，以台北市文山區某所學校及教育機構為研究場域，並以四名越南跨國銜轉學生為研究對象。研究者透過實際輔導研究對象的經驗為基礎，藉由實務教學日誌、參與觀察、訪談等方法蒐集資料，進一步分析越南跨國銜轉學生的特徵，發現銜轉生赴台之後，由於華語能力不足，無法順利與台灣教育接軌。此外，學習上的種種阻礙以及生活上缺乏陪伴，導致其缺乏自信，失去對學習的熱情，甚至留下心理創傷。而影響越南跨國銜轉學生華語學習的包括學生自身、學校、家庭、資源分配和語言環境刺激等五大因素。為此，銜轉生進到台灣教育體制後的第一階段，快速建立基礎華語能力，如注音系統、生活華語知識、校園的華語用語以及基本語法點等知識為首要任務。在教材設計階段，基於前置研究的發現，本研究以針對性、實用性、科學性、系統性、趣味性，符合認知、國別化、在地化、個別化、融入文化元素作為主要編寫原則，進而實踐教材設計。由於銜轉生特殊的處境，故教學內容應從學習者的角度以「自內到外」為設計理念，即先從學生內心慢慢往外衍生。本研究透過現場觀察蒐集越南跨國銜轉學生在校園需要學習的語言知識，再結合針對華語和越南語語音系統和基本句法進行對比分析與偏誤分析，以擬定出課程大綱和教學策略。同時，教材內容也考量越南文化與台灣文化之間的差異，以促進銜轉生對台灣文化之理解，進而減少語言中跨文化交際的衝突。在後置研究階段，研究者分別以四名越南跨國銜轉學生為研究對象，進行教材教學實驗，以瞭解本研究針對越南跨國銜轉學生所編制之華語教材之教學效果。同時，以學習者的學習成效以及學習者針對教材內容的回饋為依據進一步修改教材。最後，在研究結論上，本研究認為越南跨國銜轉學生之國別化基礎級華語教材編寫設計除了以第二語言教學理論為基礎之外，還需要以學習者的先備知識、學習需求、母語與文化為中心，進而發展教學內容，教材內容提供華語語言知識，同時也要考量學習者文化與目的語文化之間的差異，以促進學習者對目標語文化之理解，進而減少語言中跨文化溝通的衝突。此外，期望藉由本研究之研究成果能為越南跨國銜轉學生華語教材研究拋磚引玉，以帶動其他相關領域專家學者一同加入，研發出全套針對越南跨國銜轉學生之華語教材。

關鍵字

跨國銜轉學生；越南；以學習者為中心；華語教材；移民家庭；教育民族誌；國別化教材

並列摘要

This research explores the situation of Chinese teaching for Vietnamese trans-fer students studying in primary and secondary schools in Taiwan. The author used several methods such as action research, comparative analysis, bias analysis, educa-tional ethnography, and in-depth interviews in order to develop a basic level bilin-gual Chinese - Vietnamese textbook for those students to learn Chinese more effec-tively an develop their communication skills, thus facilitating them to keep up with the Taiwanese educational programs for their levels. This research is divided into three research stages. First of all, the pre-study is conducted in a school in Wenshan District, Taipei City, in which the research ob-jects are four Vietnamese transfer students in this school. Based on the experience of the tutoring process for the students, the researcher collected data using practical teaching logs, participant observation, and interviews. The data collection showed that the most noticeable issue that makes Vietnamese transnational students unable to integrate with Taiwan education is insufficient Chinese language ability. In addi-tion, various issues, including obstacles in learning, lack of self-confidence due to lack of life's companionship, loss of enthusiasm for learning, and even psychological trauma, are also the difficulty of the transnational students. Generally, the five main factors that affect transnational Vietnamese students learning Chinese include stu-dents themselves, schools, family, resource allocation, and language environment. Depending on these factors, to ensure the integration of transnational Vietnamese students in the new environment, the first stage after entering Taiwan education sys-tem is providing basic Chinese proficiency, including phonetic system, daily life Chinese, on-campus Chinese, and essential grammar points. Following the pre-study, the research will design a textbook based on certain factors, including objectivity, pragmatism, system, cross language & cross culture notes and attractiveness. Notably, the textbook should fit students' cognition, nation-alization, localization, individualization, and cultural integration. Due to transna-tional students' unique situation, teaching content is designed by the concept "from the inside to the outside." It means the students' inner psychological problems should be listened to first, then gradually lead them to other academic issues. The research collected the target language knowledge that Vietnamese transnational students need to learn on campus through on-site observation. Later on, a contrastive analysis of Chinese and Vietnamese phonetic systems and basic syntax are conducted first, fol-lowed by error analysis, to formulate curriculum syllabus and teaching strategies. At the same time, the textbook's content also considers the differences between Viet-namese culture and Taiwanese culture to promote the understanding of transnational students toward Taiwanese culture, thereby reducing the conflict of cross-cultural communication in the target language. In the post-research stage, the researchers took four Vietnamese transnational students as the research objects and conducted textbook teaching experiments to un-derstand the teaching effect of the Chinese textbook on the students. At the same time, teaching materials are further revised based on students' learning effectiveness and feedback. Finally, this research considers that the textbook’s design should rely on both teaching theories and learners’s pre-existing knowledge and learning needs, mother tongue, and culture. Therefore, the content of the textbook not only provides knowledge about Chinese language, but also the differences between the learner's culture and the target language culture in order to reduce the language conflict in intercultural communication. Generally, the researcher hopes that the research’s re-sults and the textbook will be helpful for Vietnamese transnational students in learn-ing Chinese. Furthermore, the researcher expects that experts and scholars in related fields will develop a complete set of Chinese textbooks for Vietnamese transnational students in Taiwan.

並列關鍵字

Nationalized textbooks ； Transnational students ； Vietnam ； Learner-oriented ； Chinese textbook ； Immigrant families ； Educational ethnography

參考文獻

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