針對初學者之華語短期速成課程設計-以來臺留學之越南學生為例

Abstract

目前國內外籍生之主要來源國來看，亞洲地區以日本外籍生為最多，其次為越南外籍生。近年來，臺灣各大學為了迎接全球國際化趨勢的挑戰，推動全英語授課。英語授課固然能吸引更多越南籍學生來臺就學，但這些越南籍學生面對的問題是，雖然上課時都使用英語，但在日常生活中還是需要用華語進行溝通。 研究者根據越南學生留學的經驗，嘗試設計出針對越南籍學生初學華語之短期速成課程，以符合越南籍學習者的學習需求。課程的主題會著重在日常生活中最基本的問題，如：初抵臺灣時及在臺留學生活中常面對的語言文化問題。 本研究採用「發展研究法」、「文獻分析法」、「問卷調查研究法」。首先探討一些相關領域的文獻，包括語言習得理論，短期速成教學理論，越南籍學生學習華語之問題以及課程設計的相關理論。其次，研究者以問卷調查方式，綜合歸納學習者的華語學習需求，再跟幾位臺灣華語教師進行訪談，了解越南學生學習華語上常遇到的問題以及速成教學課程的內容，安排課堂活動的理念。其後，根據理論和兩方所得的意見設計出適合初學程度的越南籍學生的短期速成課程。最後提出研究總結及對未來後續研究之建議。 研究結果指出，越南學生對於針對來臺就學而設計的華語短期速成課程之需求是肯定的。在研究過程中發現，越南學生在學習華語時比較快掌握詞彙，而發音、語法是比較突出的難點。越南學生發音時常把第一聲和第四聲混淆、第二聲和第三聲沒有精準到位、把送氣和不送氣的聲母混淆。針對越南學生的學習特點，研究者在教學設計部分提出幾個針對性的教學活動，為了加強越南學生學習華語的優點、設法克服他們的難點如：發音加強、詞彙加強、語法加強。At present, the largest number of international students in Taiwan is Japanese, while Vietnamese took up the second place. In recent years, many universities in Taiwan promote their English-taught courses in order to meet the challenges posed by globalization. English-taught courses attract more Vietnamese students to come study in Taiwan, but there is yet another problem. Although the medium of instruction in class is English, Vietnamese students still need to use Mandarin to communicate in daily life. Based on the experience of Vietnamese students studying in Taiwan, the author endeavored to design a short-term intensive Chinese course for beginner level Vietnamese learners that can meet with their needs. The course focuses on the basic topics in everyday life, such as the language and cultural problems that the students may come across when they first arrived in Taiwan, and during the period in which they study here. This study employed developmental research, document analysis, and questionnaire survey research as its research methods. It first reviewed some related literature, including the theory of second language acquisition, the teaching theory of short-term intensive courses, the problems encountered by Vietnamese students in their learning of Chinese, and theories related to course design. Secondly, the author administered a questionnaire and summarized students’ needs in their learning of Chinese. Interviews with several Chinese teachers were also conducted to understand more about the difficulties faced by Vietnamese students in the classroom, and the content of different short-term Chinese courses. Afterwards, based on the theories as reviewed, and the information collected from the questionnaire and the interviews, the author came up with a design of a short-term intensive Chinese course that catered to the needs of Vietnamese students at beginner’s level. Lastly, the study concluded with a summary of the research and suggestions for future studies. On the whole, this study confirmed the need for a short-term intensive Chinese course that caters for Vietnamese students who are studying in Taiwan. It is found that the learning of Chinese vocabulary is relatively easy for Vietnamese students, but pronunciation and grammar are more challenging for them. For instance, in pronunciation Vietnamese students often confuse the first and the fourth tone, and they are often not accurate enough in pronouncing the second and the third tone. Moreover, they sometimes mixed up the aspirated and unaspirated consonants too. Targeting the characteristics of Vietnamese students, the author has devised a few teaching activities that are specific to their needs, so as to strengthen their advantages in learning Chinese on the one hand, and on the other hand overcome the difficulties they have to confront; thus emphasis has been put on enhancing their pronunciation, expanding their vocabulary and strengthening their grasp of the grammar.