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| Title: | 越南銜轉生跨文化適應與華語學習之個案研究
A Case Study of Vietnamese Transnational Students' Intercultural Adaptation and Chinese Language Learning |
| Authors: | 張育瑄
Chang, Yu-Hsuan |
| Contributors: | 黃雅英
Huang, Ya-Ying
張育瑄
Chang, Yu-Hsuan |
| Keywords: | 銜轉生
跨文化適應理論
華語學習
Transnational Student
Developmental Model of Intercultural Sensitivity
Chinese language learning |
| Date: | 2025 |
| Issue Date: | 2025-03-03 14:51:57 (UTC+8) |
| Abstract: | 近年來，台灣各級學校逐漸接納一批跨國銜轉生。根據跨國銜轉學生教育網統計資料，這類學生的總人數已超過千人，雖然佔全國學生總數的比例不高，但其適應新生活的情況，尤其是語言學習問題，成為影響其學業與社交發展的關鍵。這些具有多元文化背景的學生，為台灣的教育體系帶來全新的挑戰。
Bennett（1986）提出的跨文化敏感度發展模式認為，個體的跨文化適應是一個自我意識轉變的過程，需經歷否認、防禦、最小化、接納、調整與整合等六個階段。本研究以此模式為基礎，探討一名越南籍銜轉生在台灣國民中學的跨文化適應歷程與華語學習經驗。本研究採個案研究法，透過多方蒐集資料，包括深度訪談、檔案資料（如日記、親師聯絡紀錄）、觀察記錄等，以深入了解個案在學校適應、同儕互動、家庭支持等面向的發展歷程。
研究結果發現越南銜轉生的跨文化適應歷程呈現階段性變化，從初期的防禦階段逐步發展至接納階段。語言能力的提升對適應過程至關重要，透過華語學習，個案逐漸從被動接受者轉變為主動參與者，並在學業與人際互動上取得顯著進步。同儕支持在適應過程中發揮關鍵作用，幫助個案建立歸屬感與自信心。然而，個案在與長輩互動等特定文化情境中仍顯生疏。
本研究發現，語言能力的提升與跨文化敏感度的發展密切相關，而同儕支持則是推動這兩者進步的重要動力。此外，個案在特定文化情境（如與長輩互動）中仍顯生疏，反映出文化理解與應用能力的培養同樣重要。因此，針對銜轉生的輔導，除了語言能力培養，更應強化跨文化知識與社交互動機會，以幫助其更全面地融入台灣社會。
In recent years, schools in Taiwan have gradually accepted a group of transnational students. According to statistics from the Transnational Students Education Network, there are more than 1,000 such students. Although they do not account for a high percentage of the total number of students in Taiwan, their adaptation to a new life, especially their language learning, has become a key factor affecting their academic and social development. These students with multicultural backgrounds bring new challenges to Taiwan's education system.
Bennett's (1986) model of intercultural sensitivity development suggests that an individual's intercultural adaptation is a process of self-awareness change, which involves six stages: denial, defense, minimization, acceptance, adjustment, and integration. Based on this model, this study examines the intercultural adaptation process and Chinese language learning experiences of a Vietnamese transnational student in a Taiwanese national high school. A case study approach was adopted to collect data from various sources, including in-depth interviews, archival data (e.g., diaries, parent-teacher contact records), and observation records, in order to gain a deeper understanding of the case's developmental process in terms of school adjustment, peer interaction, and family support.
The study found that the intercultural adaptation process of the Vietnamese Bridging students showed a gradual change from the initial defense stage to the acceptance stage. The improvement of language ability is crucial to the adaptation process. Through Chinese language learning, the students gradually changed from passive receivers to active participants, and made significant progress in their academic and interpersonal interactions. Peer support played a key role in the adaptation process, helping to build up a sense of belonging and self-confidence. However, the cases were still not familiar with culturally specific situations such as interactions with elders.
This study found that language proficiency and intercultural sensitivity were closely related, and peer support was an important driver of both. In addition, the fact that the cases were still rusty in specific cultural contexts (e.g., interaction with elders) reflects that the development of cultural understanding and application skills is equally important. Therefore, in addition to language proficiency training, the counseling for articulation students should also strengthen intercultural knowledge and social interaction opportunities, so as to help them integrate into the Taiwanese society in a more comprehensive way. |
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| Description: | 碩士
國立政治大學
華語文教學碩博士學位學程
108161011 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0108161011 |
| Data Type: | thesis |
| Appears in Collections: | [華語文教學博／碩士學位學程] 學位論文
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