外籍成人學習者華語文學習型態之研究:跨文化美日兩國比較觀點

A Study of Chinese Learning Styles of Foreign Adult Learners in Mandarin Training Center: A Cross-Cultural Comparitive Perspective

李佳穎(LI CHIA YING)

指導教授 ： 林美和 博士

國立臺灣師範大學/教育學院/社會教育學系/碩士(2005年)

摘要

本研究係以台灣師大國語教學中心美籍和日籍的成人學習者為研究對象，進行華語文學習型態的跨文化比較研究，旨在探討外籍成人學習者的學習型態傾向，以供台灣師大國語教學中心教師教學活動之參考。為達到上述之目的，首先經由文獻探討，瞭解美國和日本的教育文化，探討有關成人學習型態的理論基礎與相關研究，並探究台灣師大國語教學中心的辦理現況，以作為本研究設計之參考；其次，參考國內外學者的研究工具，發展出適合本研究對象之研究工具「外籍成人學習者學習型態調查問卷」。進而對參與師大國語教學中心華語文學習的外籍成人學習者進行實證調查。調查結果回收有效問卷共297份，再經次數分配、百分比、獨立樣本t考驗、獨立樣本單因子變異數分析及多元迴歸等統計軟體分析，進行結果討論，以獲得下列之結論。
一、參與台灣師大國語教學中心視聽華語(一)的外籍成人學習者，日本較美國多，女性較男性多，且集中在26~30歲這個年齡層，多數受過高等教育，來台前多為從事工商和服務業。
二、台灣師大國語教學中心外籍成人學習者較喜歡「參與學習」和「合作學習」；其次是「獨立學習」和「競爭學習」；但較不喜歡「逃避學習」和「依賴學習」。此外研究發現，日籍成人學習者偏好的華語文學習型態為「參與學習」、「合作學習」、「依賴學習」。美籍成人學習者偏好的華語文學習型態為「競爭學習」和「獨立學習」。
三、台灣師大國語教學中心外籍成人學習者的華語文學習型態各層面隨著國籍、性別、年齡、來台前職業及教育程度的不同，而有顯著差異。
四、台灣師大國語教學中心外籍成人學習者的華語文學習型態總分與「國籍」、「性別」和「教育程度」有關。

根據上述研究結果，本研究提出幾點建議，以供參考：
一、教學活動之建議
(一)掌握外籍成人學習者的語言學習特性，鼓勵外籍成人學習者積極參與學習活動。
(二)營造支持、合作的學習環境，並鼓勵外籍成人學習者發展獨立學習的潛力以及勇於接受挑戰的競爭力。
(三)華語文教師應試著瞭解不同文化背景的外籍成人學習者的華語文學習型態之差異，以安排合宜的教學活動。
二、教學方法之建議
(一)華語文教師教學型態應與外籍成人學習者的華語文學習型態相配合。
(二)華語文教師的教學方法應配合外籍成人學習者的華語文學習型態而展現更多元的教學方法。
三、對台灣師大國語教學中心之建議
(一)提升教師教學的知能，並建立華語文教師任用機制。
(二)聯結華語文教學研究所，建置華語文教學網絡，作資源的整合。

關鍵字

外籍成人學習者 ； 學習型態 ； 跨文化比較

並列摘要

This study takes American and Japanese adult learners in Mandarin Training Center of National Taiwan Normal University as target samples to conduct cross-cultural comparitive research on their Chinese learning styles . The purpose of this research is to explore tendency in Chinese learning styles of foreign adult learners, and further to serve as an imperative reference to improve the teaching activities and skills at the MTC.
To achieve the afore-mentioned goals, firstly the educational culture of American and Japan are understood through literature review, exploring theories and relative researches on adult learning styles, and exploring the practice circumstances of MTC, and all these serve as references for this research design. Secondly, the adequate tool of this research, “Chinese learning styles questionnaire for foreign adult learners,” is developed with research tools from domestic and foreign scholars taken as reference. And the empirical study on Chinese learning styles of foreign adult learners is then conducted. A total of 297 valid questionnaires are collected for results study, and the discussion is proceeded after performing analysis of sampling distribution, percentage, independent sample t-test, independent single-factor anova analysis, and multiple regression in statistic software; the following conclusions are presented:
1.There are more Japanese and female participants than American and male in Practical Audio-Visual Chinese (1) of MTC.With the age group centered around 26to30,and they had mostly been educationed by higher education.Before they came to Taiwan,they had mostly been engaged in trade circles and service.
2.Foreign adult learners in MTC prefer “Collaborative Learning”and “Participant Learning”most,followed by“Independent Learning”and
“Competitive Learning,”and dislike“Avoidant Learning”and “Dependent Learning.”Besides the research found Japanse adult learners
Prefer“Collaborative Learning、”“Participant Learning”and
“Avoidant Learning;”American adult learners Prefer“Independent
Learning”and“Competitive Learning.”
3.The six aspects of Chinese learning styles of foreign adult learners in MTC vary significant with learners’nationality,gender,age,
Occupation before they came to Taiwan,and education background.
4.The total scores of Chinese learning styles of foreign adult learners in MTC are correlated to learners’nationality,gender,and education background.
According to the above-mentioned results,this research proposes several referential suggestions:
1.Suggested Instructional Activities
(1)Acquiring language learning characteristics of foreign adult learners and encourage foreign adult learners to participate in learning activities progressively.
(2)Creating a supportive and cooperative learning circumstances.
Encouraging foreign adult learners to explore potentials for independent learning and to accept competitive challenges bravely.
(3)Teachers who teach Chinese should try to understand the differences of Chinese learning styles between different cultural backgrounds
of foreign adult learners,and arrange moderate instructional activities for them.
2. Suggested Instructional Methods
(1)Teachers’teaching styles should match with Chinese learning styles of foreign adult learners.
(2) Teachers’teaching methods should match with Chinese learning styles of foreign adult learners,and teaching methods should be multiple.
3. Suggested of MTC
(1)Enhancing Chinese teachers’perceptions of teaching competency,and Establishing their hiring machinism.
(2)Connecting with the Graduate Institute of Teaching Chinese as a Second Language ,and setting up Chinese teaching network in order to combine resources.

並列關鍵字

Foreign Adult Learners ； Learning Styles ； Cross-Cultural Comparison

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