跨國銜轉學生學習歷程探究-具越南背景跨國銜轉國小學生個案

Abstract

本文旨在探究台灣地區跨國銜轉學生識字教學以及其支持系統的現況。本 文以台北市南港區某一所國小為研究場域，一名 12 歲回台的越南背景跨國銜轉學生為研究對象。研究者透過對越南背景跨國銜轉學生兩年服務經驗為基礎，對研究對象進行兩個學期的華語補救教學和擔任一學期駐校陪讀的通譯人員，藉由實務教學、參與觀察、訪談、文件分析等方法蒐集資料。

對於跨國銜轉學生的支持系統研究發現：(一)協助跨國銜轉學生的支持系統尚未設立完善，尤其是學生最需要的華語學習的支援；(二)學生支持系統各資源之間缺乏合作，缺乏統一目標，使整個系統顯得凌亂，對該生的實質幫助因而有限；(三)資源分配較不合理，使無法發揮效益。

對於跨國銜轉學生漢字識字教學的歷程研究發現：(一)在不同的學習階段跨國銜轉學生學習需求都有所不同，教師者須根據不同的學習階段改變識字教學內容；(二)在字音方面，聲母的部分不管在發音或在注音符號拼讀，捲舌音、舌齒音、舌面前音是學生的學難點；韻母的部分結合韻母，尤其是含有ㄩ和ㄨ的結合韻母；聲調的部分常發生第四聲與第一聲混淆，第二聲與第三聲混同；(三)識字能力提升帶動了跨國銜轉學生華語能力在聽說讀寫等四個機能；(四)隨著華語能力提升跨國銜轉學生學習態度從消極、被動變為積極、主動，對學校生活從不喜歡變成喜歡，再轉到完全投入學校生活。

This thesis aims to explore the current status of literacy teaching and support system for transnational students in Taiwan. This article takes a primary school in Nangang District, Taipei City as a research field, and a 12-year-old Vietnamese student with a transnational title who returned to Taiwan as a research object. Based on the two-year service experience of transnational students from Vietnam, the researcher conducted two semesters of Chinese remedial teaching and served as a one-term interpreter in the school. This thesis collected data through practical teaching, observation, interviews, and documents analysis and other methods. The study found:

Research the support system for transnational students：First, the support system for assisting students with transnational titles has not been set up, especially the Chinese language learning support that students most need. Second, the lack of cooperation between the resources of the support system that assists transnational students, and the lack of a unified goal, make the entire system seem messy and therefore have limited practical help for the student. Last, the resource allocation of the support system that assists transnational students is relatively unreasonable, making it impossible to achieve benefits.

The Course of Teaching Chinese Character Literacy for Students with Transnational Titles：First, the learning needs of transnational students at different stages of learning are different. Teachers must change the teaching content of literacy according to different stages of learning.Second, in terms of phonology, whether the pronunciation of the initials or the phonetic symbols are spelled, retroflex, interdental, coronal are the students’ learning difficulties; the part of the finals combined with the finals, especially the combined finals with ㄩ(ü,u,yu) and ㄨ(u,wu); in term of tone, the students often confuse the fourth with the first tone and the second tone is mixed with the third tone. Third, the improvement of literacy has driven the four functions of transnational students' Chinese language skills in listening, speaking, reading and writing skills. Last, with the improvement of Chinese language ability, transnational students’ attitudes had changed from negative, passive to positive and active; From dislike of school life to like, and then turning to fully engaging at school.