越南學生學習華語文所遇到困境及改善方式—以北部某科技大學國際專修部為例

Abstract

隨著臺灣高等教育國際化的持續推進，越南學生來臺就學的數量明顯增加。特別是在新南向政策與教育部於2022年4月推動的「擴大招收僑外生計畫」之下，國際專修部的越南學生成為臺灣校園中一個特殊且重要的族群。儘管政策帶來了學習機會，但也伴隨許多學習與生活上的挑戰。這些學生在學習華語的過程中，不僅面臨語言結構差異、詞彙記憶困難、聽說能力不足等問題，同時也因文化差異與生活壓力而在適應台灣社會與校園生活上遭遇諸多困難。其中，TOCFL A2考試所帶來的壓力，進一步加劇了學生的焦慮感，對他們的學習動機與自信造成影響。本研究以北部某科技大學國際專修部的越南學生為研究對象，採用半結構訪談法與民族誌研究法，深入探討學生在學習華語過程中所面臨的實際困境，並歸納可行的改善方式。研究結果發現，學生在語言學習上主要面臨語法與語序差異造成的理解困難，詞彙記憶不易，進而影響中文使用能力。此外，在口說與聽力表達方面的不足，使他們在課堂參與與人際互動中產生障礙；而生活與打工之間的衝突，也讓他們長期處於學業與經濟壓力交織的狀態。為此，本研究建議學校應調整教學設計，增加課堂互動與情境練習，並設立語言輔導中心與心理支持系統，以協助學生在語言能力與文化適應上獲得更多資源與支持。希望本研究能為國際專修部的華語教育提供具體的參考方向，並有助於提升越南學生在臺學習的整體成效與經驗。關鍵詞：國際專修部、越南學生、學習困境、改善方式With the ongoing internationalization of higher education in Taiwan, the number of Vietnamese students studying in Taiwan has significantly increased. In particular, under the New Southbound Policy and the Ministry of Education’s “Expansion Plan for the Recruitment of Overseas Chinese and Foreign Students” launched in April 2022, Vietnamese students in the International Foundation Program have become a distinct and important group on Taiwanese campuses. While these policies provide valuable learning opportunities, they also bring about a varietyof challenges. In the process of learning Mandarin, these students often encounter problems such as structural differences in language, difficulties in vocabulary retention, and limited listening and speaking abilities. In addition, cultural differences and the stress of daily life make it difficult for them to adapt to Taiwanese academic and social environments. Notably, the pressure associated with the TOCFL A2 examination further intensifies their anxiety, adversely affecting their learning motivation and self-confidence.This study focuses on Vietnamese students enrolled in the International Foundation Program at a university of science and technology in northern Taiwan. It employs a mixed qualitative methodology combining semi-structured interviews and ethnographic research to explore the actual difficulties these students face while learning Mandarin, and to identify feasible improvement strategies. The findings indicate that the students primarily struggle with grammatical and syntactical differences, which hinder their comprehension and overall Mandarin proficiency. Additionally, deficiencies in speaking and listening skills limit their participation in class discussions and social interactions. Conflicts between academic responsibilities and part-time work contribute to prolonged exposure to both academic and financial stress. Based on these findings, this study recommends that schools adjust their instructional design to increase classroom interaction and situational practice. Furthermore, the establishment of language support centers and psychological counseling systems is suggested to help students strengthen their language abilities and cultural adaptation. It is hoped that this study will provide practical guidance for Mandarin instruction in the International Foundation Program and enhance the overall learning outcomes and experiences of Vietnamese students in Taiwan.Keywords: International Foundation Program, Vietnamese students, learning challenges, improvement strategies