曼谷台商家長教養其子女學習華文之研究

Abstract

本研究採質性研究的方法，以曼谷20個台商家庭的家長和其分別為9 歲到23歲的在學子女為研究對象，以家長訪談和學生問卷蒐集資料，再輔 以觀察方法和教師電話訪談作資料檢證，探討家長教養其子女學習華文的 方式和現象。 研究調查結果：台商家長都重視子女的中、英文教育，其決定居留與 否，是其安排子女中小學就讀泰國學校或是讀國際學校教育之考量前提。 台商子女有的在學校課內修中文，有的是上週末中文學校，也有少數是媽媽在家裡自己教，而大多數上週末學校的台商子女到了中學年齡階段會因為學校功課多活動多，華文越來越難，又有功課和考試的壓力，而不喜歡週末還要上中文課。 研究發現，台商子女不同年齡階段受試的華文學習行為，受到家長對於子女學習華文的態度、對子女教育的規劃，以及家庭生活中的親子互動之直接或間接的影響，然而尤為要者，是家長對於子女學習華文的態度。 台商爸爸對子女的學習華文積極關注與否，是具有正負面影響的關 鍵；台商媽媽輔助子女華文課業和營造華文生活環境與否，則直接影響其 子女的華文學習習慣和態度。The present paper is a qualitative research, with 20 Taiwanese business families of parents and their children (between the ages of 9 – 23) as the participants of the study. It is through parent-child interviews and questionnaires filled out by the students, along with observation method and telephone inquiries by the teacher, the ways and phenomena of how the Taiwanese business parents educate their children in their studying of Chinese are explored. The result revealed that: the Taiwanese business parents take seriously the education of their children both in Chinese and English as the predominant concern before making arrangement for the children in entering Thai or International School. Some children of the Taiwanese business parents are being arranged to study Chinese within the school system and some for weekend Chinese school, and a few are being taught by their mothers at home. In general, junior-high school-age children of Taiwanese business parents due to the reasons of mounting workload from school and extra-curriculum activities along with the degree of difficulty in Chinese learning increases do not enjoy attending weekend Chinese school. The present study found that the results of Chinese learning of the different ages of the children are dominantly influenced by the parents’ attitude towards Chinese learning, and the plans for the children’s education and direct/indirect parent-child interaction within the family. In general, the Fathers’ attentiveness in the children’s Chinese learning show positive correlation with learning results, and the Mothers assistance in the children’s Chinese learning and in creating the overall language learning atmosphere at home show positive correlations with the children’s Chinese learning habit and attitude