- 學位論文
來臺越南中文雙聯學位生華語習得問題研究
A Study on the Issues Concerning Chinese as Second Language Acquisition of Vietnamese Students in Joint Degree Program
摘要
研究者於2007年至2012年間，多次赴越南大學任教中文，主要教授的學生為來臺中文雙聯學位生。曾有許多學生反應，他們在越南已經學習了兩年華語，也在臺灣生活一到兩年了，但依然因為華語能力的不足，在生活中與人交流常遭遇困難，因此感到相當挫折，進而影響到學習成效，因此本研究旨在了解越南中文雙聯學位生華語習得的相關問題。 本研究的研究方法為民族誌研究法，以田野調查的方式了解越南學生在越南及臺灣的華語習得情況，並從「以學生為中心」及「語言環境與語言習得」兩個角度探討來臺越南中文雙聯學位生華語習得問題。 研究結果發現，造成來臺越南中文雙聯學位生華語習得狀況不理想之原因，包括在越課程安排過於密集，導致學習疲勞，學習動機下降；目前的華語教材不能滿足學生的學習需求；來臺後少與當地人及當地文化接觸；就讀的臺灣大學未能持續開設華語課程；作弊問題存在及學生學習被動。 隨著越南中文雙聯學位生的逐年增加，應針對越南中文雙聯學位生編寫符合其需求的華語教材。實施雙聯學制合作的學校須對學生在兩方學校的華語學習情況有所瞭解，並對相關教師和行政人員進行培訓，幫助他們瞭解越南中文雙聯位生的華語習得問題和學習需求，同時以「以學生為中心」及「讓學生與目的語環境互動」的理念改善越南中文雙聯學位生管理體系和華語教學模式。
並列摘要
The researcher visited Vietnamese universities many times from 2007-2012 to work as a Chinese teacher. Her primary students were Taiwan’s joint dual degree Vietnamese students. At that time many students expressed that although they had already studied Chinese language for two years in Vietnam and had lived in Taiwan for one to two years, they still often encountered difficulties in personal interaction in everyday life due to inadequate Chinese language ability. They thus felt quite frustrated, and this frustration then influenced their learning efficacy. Consequently, this study is conducted with the purpose of understanding the Chinese language acquisition problems of joint dual degree Vietnamese students. The research method of this study is ethnography. By using the field study method, the study attempts to understand the Chinese language acquisition situation of Vietnamese students in Vietnam and Taiwan. Furthermore, the study attempts to investigate the Chinese language acquisition problems of these students from two angles, “student-centered” and “Environmental influence on language acquisition”. The results of the study find that the reasons that the Chinese language acquisition situation of Taiwan’s joint dual degree Vietnamese students were not ideal are: the academic program arranged in Vietnam was too intensive, bringing about study fatigue and a decrease in motivation; the current Chinese language teaching material cannot fulfill the students’ needs; after coming to Taiwan, students very seldom come in contact with local people and local culture; the school in Taiwan did not offer continued Chinese language courses; there is a problem with cheating; and the students are passive learners. As the number of joint dual degree Vietnamese student’s increases with each passing year, Chinese language teaching material should be compiled in direct keeping with their needs. In order to implement this, the schools collaborating in the joint dual degree program must understand the students’ Chinese language learning situation in schools in both countries. Furthermore, relevant teachers and administrative staff should be trained in order to help them understand the Chinese language acquisition problems and learning requirements of joint dual degree Vietnamese students, while at the same time, using the concepts of “student-centered” and “interactive language environment” to improve the management system and Chinese language education method of joint dual degree Vietnamese students.