國內關於華語文教學之研究多著重於漢語語音、詞彙、語法本身，以及不同國籍間之教材設計、對比分析等外在因素，關於外籍學習者本身學習情況之探討較為有限。外籍學生在全外語學習環境下產生的學習困擾，對於學習之影響力不容小覷。因此本研究旨在以半結構式訪談，深入瞭解台灣外籍學生於內在原因、外在原因，以及華語作為第二語言等原因之影響下，所產生的學習困擾與因應策略，並比較不同國籍、學習動機與目的、語言學習背景等研究對象之間的學習困擾及因應策略差異情形，提出結論及相關建議。
為達上述研究目的，本研究以質性研究方法中的訪談法進行研究，訪談五位曾在台灣學習華語超過一年以上之外籍學生，根據「台灣外籍學生學習困擾及因應策略訪談大綱」實施訪談，並將訪談資料整理歸納後，提出研究結果分析與討論及研究發現。根據本研究目的與問題，提出本研究結論如下：
一、引起受訪之外籍學生產生華語學習困擾原因中，最多為外在原因，其次為內在原因及華語作為第二語言之因
二、令多數受訪之外籍學生產生華語學習困擾之因有：實用性不足、華語語序與外籍學生母語差異之問題，以及華語中聲調太困難等困擾
三、受訪之外籍學生較特殊的華語學習困擾有：對於課堂練習方式不滿的困擾、聽不懂台語的困擾，以及在台灣繼續求學或工作後發現華語能力不足的困擾
四、受訪之台灣外籍學生面對華語學習困擾之因應策略，多為行為層面因應，其中以「主動尋求解決」居多，態度上以「正面積極」居多
五、受訪之外籍學生面對華語作為第二語言所引起的學習困擾之因應策略以「不回應」居多
六、不同國家、華語學習動機與目的、華語學習背景之受訪外籍學生具華語學習之差異
基於以上述研究結論，本研究提出之建議如下：
一、對華語教學相關單位之建議
(一)宜提高聘任華語教師教學知能方面的門檻，並轉換對發音之要求
(二)建立華語教師進修方案及開設多元文化研習
(三)可以志願性或實習的方式，招募有志從事華語教學者，協助語言中心實施課後輔導，或依個人專長開設華語相關才藝課程
(四)宜事先根據外籍學生華語學習背景及學習目的，安排適當課程內容
(五)實施教學意見調查制度，提供長期累積困擾者反應之管道
二、對華語教學者之建議
(一)增進華語教學內容之實用性
(二)觀摩或吸收資深華語教師之經驗，了解不同程度及背景之外籍學生華語學習差異情形以因材施教
(三)宜善用社會資源及多媒體資源，幫助外籍學生增進中華文化知識
三、對華語教學政策之建議
(一)建立更完善的華語教學政策，結合不同取向的華語師資
(二)建立多元化之華語教師評鑑制度
四、對未來研究之建議
(一)在研究方向上的建議：可增加影響華語學習之原因或縮小影響原因至某一層面研究
(二)在研究方法上的建議：可繼續使用質性研究方法，從不同角度或層面，對此相關議題作更深入之探討
(三)在研究對象上的建議：研究對象範圍可擴大至中、南或東部地區，或是在私人華語補習班中學習的外籍學生；選取條件之設定上，可加入不同社會因素之受訪者條件 / Much research about Teaching Chinese as a Second Language (CSL) in Taiwan has been on Chinese phonetics, vocabulary, grammar, and the design of teaching materials as well as comparative analysis among different countries. Few studies, however, were conducted to explore the actual learning conditions facing foreign students in Taiwan. That is, the influence of foreign students’ learning difficulties from all foreign language environments should not be underestimated. Therefore, the purpose of this study was to understand foreign students of Chinese learning difficulties and their coping strategies influenced by external and internal reasons and to compare the individual student differences of learning motivation and goals, language learning backgrounds of different countries via semi-structure interviews. This study concludes with recommendations for future research.
To accomplish the purpose of the study, this research adopted qualitative research methods through interviewing five foreign students who had learned Chinese in Taiwan more than one year. The interview outline was developed based on “Chinese learning difficulties and coping strategies for foreign students in Taiwan.” The conclusions of the study are as follows:
1.Among the reasons for Chinese learning difficulties facing the interviewed foreign students in Taiwan, the external reason mentioned by the participants outnumber the internal reason and the reason of Chinese learning difficulties;
2.The main reason of Chinese learning difficulties for the foreign students in Taiwan include lack of practicality, problem of word order between their first language and Chinese and the difficult Chinese tone;
3.The salient Chinese learning difficulties facing the foreign students include their dissatisfaction with practice activities in class, difficulty in understanding the local dialect Taiwanese and insufficient Chinese proficiency for continuing their study or work in Taiwan;
4.The coping strategies used by the foreign students who faced Chinese learning difficulties are mostly behavior-related, and the most frequently used strategy is “seeking solution actively”.
5.The attitude of the interviewed foreign students is generally positive. As of the coping strategies of learning difficulties of CSL, most foreign students made no response;
6.Since the foreign students in Taiwan come from different countries with various language learning backgrounds and learning motivations and goals, the Chinese teaching style in Taiwan may generate different aspects of learning difficulties and coping strategies.
Based on the conclusions in this study, several recommendations are made:
1.Suggestions for relevant institutions of Chinese teaching include:
(1) Enhancing the condition of teaching knowledge and ability when employing Chinese teacher, reducing the emphasis on pronunciation;
(2) Establishing the advancement scheme for CSL teachers and opening workshops of multiculturalism
(3) Recruiting volunteers or interns who wish to be Chinese teachers who can assist the language center after school or who can conduct Chinese courses according to their
expertise;
(4) Considering the educational backgrounds and learning goals of the foreign students to arrange appropriate proficiency-level courses;
(5) Implementing teacher evaluation survey and providing an opportunity for students with learning difficulties to express their concern about teaching.
2. Suggestions for Chinese language teachers include:
(1) Enhancing the practicality of the CSL content;
(2) Observing or absorbing senior CSL teachers’ teaching experiences, heeding individual differences of foreign students with varied language proficiencies to teach according to their proficiencies;
(3) Capitalizing on social and multimedia resources to help foreign students enhance their knowledge of Chinese culture.
3. Suggestions for Chinese language teaching policy include:
(1) Implementing a more rigid Chinese teaching policy and gathering Chinese teachers with different orientations of teaching;
(2) Establishing diversified Chinese teaching evaluation system;
4. Future research is suggested to:
(1) Explore the factors that may facilitate the learning of Chinese learners or investigate a given factor that may influence the learning of Chinese to a certain degree;
(2) Use qualitative research methods to yield more in-depth discussions in related issues from different perspectives;
(3) Include more participants in other areas in Taiwan or foreign students learning in private
Chinese language centers and the settings of different selected conditions to explore
other social factors.
| Identifer | oai:union.ndltd.org:CHENGCHI/G0097161010 |
| Creators | 呂啟萱 |
| Publisher | 國立政治大學 |
| Source Sets | National Chengchi University Libraries |
| Language | 中文 |
| Detected Language | English |
| Type | text |
| Rights | Copyright © nccu library on behalf of the copyright holders |
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