華裔學生中文學習動機評析─以瑞士蘇黎世中文學校、伯恩中文學校為例

An Analysis on Learning Motivation of Chinese Heritage Students- In Chinesische Schule Zürich and Chinesische Schule In Bern

趙玉雯(Yu-Wen Zhao)

指導教授 ： 吳龍雲

國立臺灣師範大學/國際與僑教學院/華語文教學研究所/碩士(2011年)

摘要

本研究所關注的問題是華裔學生居住在非中文使用的環境中，是何種原因使得他們願意學習中文，而在眾多影響中文學習因素中(如家長、教材、同儕等)，是哪種因素對學生的學習影響最大？而瑞士地區的華人人數不多，而瑞士華裔學生的中文教育條件也有別於其他地區，如瑞士教育局的HSK(故鄉─語言─文化)政策，華裔學生在中文學校學習可以獲得學分證書，瑞士的中文學習熱潮使得中文在瑞士當地的能見度提升等等，因此瑞士未來的中文教育發展趨勢格外值得關注。
鑒於蘇黎世中文學校與伯恩中文學校為瑞士當地最具規模的兩所中文學校，學生人數也最多，因此本研究以這兩校的學生作為研究對象，但考量學生填寫問卷時的思辨能力，因此問卷施測對象為12歲以上的華裔學生。除了問卷調查之外，同時就這兩所中文學校的校長及學生進行訪談。回收有效問卷共31份，另外訪談了三位校長(蘇黎世中文學校校長，與伯恩中文學校前任、現任校長)，兩位蘇黎世中文學校的教師，四位蘇黎世中文學校的學生與兩位伯恩中文學校的學生。研究分析以問卷調查為主，訪談資料為輔。
研究結論根據問卷歸納整理出五項所得，包括華裔學生如何看待中文學習、華裔學生對中文能力的自我評估、華裔學生的學習動機，以及環境、教師、家長、教材與同儕五項因素對華裔學生學習中文方面所造成的影響。透過華裔學生的學習動機與影響學習中文因素的分析與討論，提出對華裔學生教學上與後續研究的建議。

關鍵字

瑞士華人 ； 瑞士中文學校 ； 中文學習動機 ； 瑞士華裔學生

並列摘要

This research mainly focuses on the motivation factors of Chinese heritage students to learn Chinese in a non-Chinese speaking environment. Along with this, it also aims to assess which major factors like parents, teaching materials, peers, etc. would bring about a stronger influence on the student in the learning process. Furthermore, since the overseas Chinese living in Switzerland sums up only a few, the teaching Chinese conditions somewhat vary from that of the other areas. In addition to that, the Swiss Bureau of Education has also implemented the Heimatliche Sprache und Kultur program wherein specific language training schools are given rights to release Credit Certificates to heritage students for learning Chinese. This, also, brings about the growing popularity of Chinese around the area. Hence, the future of Switzerland in Chinese Education is particularly notable.
The two major Chinese schools in the area with quite a number of enrolled students are Chinesische Schule Zürich and Chinesische Schule in Bern; thus we set these as our research target. But taken into consideration the reasoning and analyzing skills of the respondents, questionnaires were only distributed to heritage students of age 12 years and above. In the end, a total of 31 valid questionnaires were collected in hand. Further to that, principals and students of both schools were also interviewed to gather more information. Such include that of the principal of Chinesische Schule Zürich, the former and present principal of Chinesische Schule in Bern, the two teachers of Chinesische Schule Zürich, the four students of Chinesische Schule as well as two of Bern’s. And so, questionnaire-based survey was used as basis in the analysis, while interview data served as mere supplements.
As a conclusion, the questionnaire-based survey can be sorted out into five different categories of which conclude the factors that influences Overseas Chinese students in learning Chinese. These factors consist of the viewpoint of heritage students toward learning Chinese, self-assessment of heritage students on learning Chinese, learning motivation of heritage students, as well as environment, teachers, parents, teaching materials and peers. Moreover, the results derived from the analysis and discussion on the motivation and influential factors of heritage students to learn Chinese allows us to strongly recommend further research on this area. At the same time, we see the feasibility in expanding the Chinese Language Teaching aspect of this country.

並列關鍵字

heritage students ； Chinese school in Swizterland ； motivation in studying Chinese ； Swiss-Chinese students

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