臺灣文化特色華語文教材跨文化詞彙分析研究：以《臺灣文化教材》為例

Abstract

本研究以《臺灣文化教材》為研究對象，探討其中「跨文化詞彙」的詞彙等級、文化主題分布及其建構地方感的方法。研究結合內容分析與定量方法，依據詞彙等級標準檢視詞彙難度，並歸納文化主題類型，進而分析其如何在文本中形塑臺灣特有的地方感經驗。研究發現，教材所呈現之跨文化詞彙多源自在地生活經驗，涵蓋飲食文化、民間信仰、族群歷史與社會制度等多重面向，展現出臺灣社會的文化多元性。惟其中逾半數詞彙未被現行詞表收錄，尤以借詞、熟語與專有名詞為主，顯示現有詞彙分級體系對跨文化詞彙涵蓋不足。此外，跨文化詞彙在課文中形成語義聚落，部分課次聚焦單一文化主題，部分則需多樣的文化主題才能完整呈現該主題的地方感。透過對各課核心跨文化詞彙的分析可見，詞彙所蘊含的文化意涵常受文化背景所影響，呈現出詞彙作為文化理解中介時在地視角與他者視角的詮釋差異。整體而言，文本中透過地景詞彙建立空間認同、藉歷史事件與制度語彙建構地方記憶，並運用文化符號、語言風格與觀看視角編織出特有的地方感敘事。本研究建議將「跨文化詞彙」納入文化教材分析與詞彙分級設計之參照架構，以回應多元文化教育與語言教學的轉向需求。This study examines the textbook Learning through Taiwan Culture, focusing on its use of intercultural vocabulary in relation to language difficul-ty, cultural theme distribution, and the construction of a sense of place. Combining content analysis with quantitative methods, the research evalu-ates vocabulary difficulty based on existing proficiency standards and cate-gorizes cultural themes to illustrate patterns of lexical complexity and the-matic focus. It further analyzes how these features shape localized cultural experiences within the text.Findings indicate that the textbook’s intercultural vocabulary largely emerges from everyday Taiwanese contexts, covering domains such as cui-sine, folk beliefs, ethnic histories, and social systems. Over half of the identi-fied terms are absent from current proficiency-based vocabulary lists, espe-cially borrowed words, idioms, and proper nouns, revealing a gap between standardized lexical systems and culturally embedded expressions. These terms form semantic clusters across lessons: some center on a single cultural theme, while others rely on multiple references to convey a layered sense of place. Core vocabulary analysis shows that meanings often vary by cultural background, highlighting differences in interpretation between local and ex-ternal perspectives.Overall, the text employs spatial terms, historical references, cultural symbols, and narrative viewpoints to construct a place-based cultural narra-tive. This study argues for incorporating intercultural vocabulary into teach-ing material analysis and vocabulary grading frameworks to better support the cultural turn in language education.