新移民華語學習需求與教師教學策略之分析──以南台灣地區新移民班級為例

本研究旨在分析探討南臺灣新移民之華語學習需求與教師教學策略之應用。以開課時間較長之新移民相關民間團體之學生作為研究對象，進行問卷調查，並依問卷結果，以半結構式訪談進一步訪談受測班級教師，最後依研究結論，向新移民語言課程開設單位及新移民語言教師提出未來發展課程之方向及教師教學之建議。本研究之有效樣本數為20份；訪談教師則為該三班級之語言教師，人數共為3人。根據問卷及訪談結果綜合整理後，獲致以下結論： 1. 來臺年份較長新移民之學習需求層面，仍以「語文識字」為首要，而「相關法律」、「親職教育」、「工作技能」、「醫療保健」、「鄉土文化」等五個層面之學習需求分數，和語文需求分數之相異並不大。故新移民課程不能再單純以生活會話之語言為重，應融入其他層面之學習需求。 2. 根據生活環境、職業、來臺年數……等因素之不同，新移民的學習需求則會呈現出明顯差異。由此可知隨著新移民來臺時間較長，學習需求便會變得多元化，呈現出顯著差異。 3. 新移民的過去學習經驗與新移民個人生命經歷相比，影響較不顯著，但仍須視為新移民學習需求影響的相關因素中。 4. 新移民班級之學習態度及教師之課程觀是相互影響的，比起教師的經驗之要素，班級學生的特質更會影響到教師的課程觀，進而影響到學生的學習動機和學習需求。根據以上結論，本研究提出以下建議： 1. 新移民學習需求中，語言仍為首要需求，但課程內容則須結合其他與新移民生活相關之學習需求。 2. 來臺年數越長之新移民，其語言課程更不能只有教材內容，應考量班級特性，準備更需具針對性之課程內容。 3. 新移民語言課程開課單位可先行調查學生職業、背景……等，乃至於學習需求，以方便教師更快了解班級特性及學習需求。 4. 新移民語言課程開課單位或教師，除觀察學生急需之課程外，同時也須預設新移民可能遇上的問題，開設新課程。

關鍵字

新移民；華語學習需求；教師教學策略

並列摘要

The purpose of this research is to understand the case study of the new immigrant Classes in South Taiwan, what the Chinese language Study of the needs of new immigrants and teaching strategies. Object of study is the new immigrant Classes by civil society for several years and the teachers in those classes. Research methods are questionnaire method for students and semi-structured interview for teachers. Accordingly, the conclusion of this study was the following: 1. The Chinese Language is most important for new Immigrants in South Taiwan, especially for new Immigrant has been in Taiwan for several years. But the other factors are as important as Chinese Language (e.g. Hospital preference). 2. The learning experience does not have a major impact in this result, but it is still important to analysis the study needs of new Immigrant. 3. On the basis of living environment, occupation, number of years in Taiwan...etc. There are different demands of new immigrants. 4. The learning attitude of new Immigrant classes and teaching Strategies of teachers are interacted on each other. Especially characteristics of students will affect the teacher’s curriculum viewpoint. According to the above conclusion, we can get the following main conclusions: 1. The Chinese course is most important to new immigrants, but it must compare with other learning needs. 2. The longer years in Taiwan, the more diverse of the language content. Teachers should understanding the class features, and design suitable courses for students. 3. The course units of new immigrants are best to investigate student’s background. It can help the teacher to know what the student in need of study faster. 4. According to the problems new immigrant may encounter, the course units of new immigrant should offer some different courses to let the students know how to solve the problem.