西班牙華語文教學現況與影響因素探討

蔡雅蓮

指導教授 ： 信世昌

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(2002年)

摘要

此論文在研究西班牙華語文教學的現況並分別從幾個不同層面的影響因素來著手進行探討，全文分三個部分進行。
第一部分先透過西國社會現況及語言文化背景和教育制度的介紹，了解西國華語文課程的分布狀況。目前西班牙共有巴塞隆納自治大學、格拉那達大學等9所學校提供華語文課程，此論文便以此9所學校和兩所僑校為研究對象。
第二部分則歸納西國華語文教學的特點，並從歷史淵源、就業市場、大學高等學府語言系所和華僑人數四個不同的層面來探討影響西班牙華語文教學發展的相關因素。
第三部分則提出幾項我國所能努力的方向，由於當前西班牙的高等學府中並沒有以華語文為本科專業的系所，華語文課程僅開設於大學內的翻譯學院及語言教學中心和東亞研究中心，而位於全國各地的公立語言學校也只有三所設有華語文課程，在比例上相當之低，再加上西國華僑人數有限，並不利於僑校的發展，這都反映出西班牙的華語文教學還處於起步階段。而從西國與亞洲的關係中也可以看出，早期西班牙雖然殖民侵占過亞洲，然而在美西戰爭後，西國便退出亞洲了，重返亞洲的計畫在2001年時才提出，這使得西班牙和亞洲向來就沒有頻繁雙向的學術交流，經貿投資也相當有限，對以實用性為主要學習動機的西國學生來說並不利，此外，西國語言教學的走向以歐盟語言為主，這些因素都影響了華語文教學在西班牙的發展。
欲促進西國華語文教學的發展，應從學術交流開始，增進彼此師生間的互動參訪，透過研討會、獎學金等資源的協助，並從國內教材及師資上著手，將我華語文教學的成果展現於西班牙，開拓我國對西班牙華語文教學環境的認識，為華語文教師創造更多的發展空間。

關鍵字

華語文教學 ； 西班牙

並列摘要

This dissertation examines the present situation of Chinese language teaching in Spain and analyzes the influencing factors from various aspects. The whole article proceeds in three parts.
The first part introduces the actual Spanish society, its language and cultural background and its educational system in order to understand the distribution of Chinese language teaching in Spain. At the moment a total of nine institutions such as Universidad Autónoma de Barcelona and Universidad de Granada offer Chinese courses. This dissertation thus chooses these nine institutes and two other schools for overseas Chinese as its research subject.
The second part induces the characteristics of Chinese teaching in Spain, and studies the factors that affect its development. These factors can be elaborated from four aspects: the historical context, the employment market, the language departments in higher education institutions or universities, and the number of the overseas Chinese people.
The third part enumerates some guidelines that our country can follow. Given that there is no department specialized in the Chinese language among the higher education institutions in Spain, courses of the Chinese language are offered only in Faculties of Translation, in language teaching centers and in East Asian Studies centers. In all the Official Language Schools (Escuelas Oficiales de Idiomas) nationwide, only three of them offer the Chinese language courses, so the proportion is really low. Besides, the number of overseas Chinese in Spain is limited, which is unfavorable to the development of schools for the overseas Chinese. All this reflects how the Chinese language teaching is only in its infantile phase. Some of the factors that influence the Chinese language teaching in Spain can be seen from the relationships between Spain and Asia. Although Spain had once colonized and occupied part of Asia, she withdrew from Asia after the Spanish-American War. The project of Return to Asia was not proposed until 2001. Therefore for years there were no frequent bilateral academic exchanges, nor was economic or financial investment. This affects negatively the Spanish students’ motivation to learn Chinese since utility is often their first priority. Moreover, language teaching in Spain is more oriented toward European languages, and all this influences the development of Chinese language teaching in Spain.
The promotion of the development of Chinese language teaching in Spain should begin with academic exchanges. Here are some of the tips: increase and create opportunity for interaction and mutual visits between teachers and students. Then through seminars and such resources as the offer of scholarship, and through the examination of the teaching materials and teacher training, we can demonstrate the results of our Chinese language teaching to Spain, and open up our knowledge of Chinese language teaching in Spain. In so doing we can broaden more horizon for teachers of Chinese as a second language.