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Title: 國際交換學生在台灣學習華語文之探討─以扶輪社青少年交換計畫為例
A Study on L2 Chinese Learning of Exchange Students of Rotary Club in Taiwan
Authors: 信世昌博士
Keywords: YEP計畫
Youth Exchange Program
Exchange student
Host family
Host school
Chinese learning
Issue Date: 2007
Abstract: 本文旨在探討一項國際扶輪社之青少年交換計畫(Youth Exchange Program, YEP)的個案研究,該計畫提供各國15~18歲的青少年,一個去外國學習及文化交流的機會。本文集中於探討YEP交換學生在台灣接受華語文及文化課程的現況及影響因素,藉此了解交換學生的需求,並提出相關建議。本論文的研究時間為2005年9月至2006年6月,研究對象為透過YEP計畫而來、居住於台北地區的31名交換學生。 本研究藉由問卷調查、訪談法及觀察法等方式,進行資料蒐集。並提出三項假設,結果發現:華語教師、接待家庭及接待學校對學生的華語文學習皆產生影響,但以接待家庭及接待學校的影響最大,此由假設結果可得知:(一)學生的語言技能與接待家庭達顯著相關(r=.637**),(二)學生的學習態度與接待學校亦呈顯著相關(r=.366*),但是(三)學生的性別與語言技能無顯著差異(t=1.710)。 綜合上述發現,本文針對YEP計畫提出以下建議:(一)華語文課程宜按程度分班彈性教學,(二)文化課程的內容,除了傳統文化,還應包括文化因素(文化習俗)的教導,以增進學生的文化適應,(三)接待學校可藉個人課程計畫(Individual Educational Plan,IEP),提升學生的學習興趣及參與感,(四)接待家庭的積極參與,有助於提升學生的語文技能,(五)交換學生留學前宜加強跨文化及語言認知,以迅速融入異地生活,增進文化交流及學習之效果。
This study is to investigate the current situation and affective factors of L2 Chinese learning of 31 exchange students lived in Taipei area of Youth Exchange Program (YEP) sponsored by Rotary Club in Taiwan, from September 2005 to June 2006. The result reveals the need of exchange studnets, and some suggestions are proposed accordingly . This study applies qualitative (interview, observation, and questionnaire) research and puts forward three hypotheses. The result demonstrates that the Chinese teachers, host families, and host schools are all vital to students’ L2 Chinese learning, but the host families and the host schools have greater effects on exchange students than Chinese teachers. Also, the result of three hypotheses are: (1) There is a high correlation between student’s language ability and host families. (2) There is a high correlation between student’s language attitude and host schools. But (3) There is no obvious difference in the language ablilty of different in genders. Based on the findings of the study, related suggestions brought to administrators, educators and exchange students are as follows: (1)The Chinese courses should be adjustable and adequate to students’ need, in order to minimize their anxiety. (2)The culture courese should introduce both Chinese/Taiwan traditions and Chinese/Taiwan customs, in order to enhance students’ culture adaptation. (3)The Individual Educational Plan (IEP) should be available in high schools to enhance students’ learning interest. (4)The host families’ involvement promotes students’ language ability. (5)The exchange students are encoruaged to attend pre-departure program to improve their cross-culture and language cognition, in order to enhance the effect of culture and language exchage.
Other Identifiers: GN0692240143
Appears in Collections:學位論文

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