第五章 結論
5.3 未來研究建議
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無法中立客觀呈現外籍學生對標準國語和台灣華語的看法，也是本研究可能的侷 限之一。
5.3 未來研究建議
本研究借鏡以英語為第二語言教學的經驗，探討在台灣國內以華語為第二語 言教學的現況，並證實學生具有台灣華語的學習需求，期望台灣華語能納入課室 華語教學的規範之中。
因此，未來研究方向，建議首先應編纂收錄台灣特有用法的台灣華語詞典、
語法書；有了系統性的根基之後，便可著重於將台灣華語融入華語課室教學，整 理應列入課室教學的詞彙、句式，以及進行現有教材的改良與新教材的研發。而 初期階段也可在華語機構開設選修性質的台灣華語主題課程，並且呈現行動研究 和教學經驗的成果。
而未來若有學者也想從語言態度的方向，研究學生對教學規範的看法，依據 本研究過程中的經驗，建議在語音錄製時可尋找更多可利用的科學工具，例如語 音合成工具，讓兩個錄音檔在聲音表情方面去除其他可能影響學生觀感的因素，
以達到更客觀的研究結果。
另外，研究中若能以一對一訪談深入了解學生和老師的想法，得到的意見會 更為完整。而除了華語教學當中的教師與學生之外，也可以了解一般台灣民眾和 華語實習教師對兩種語言的看法，並與師生態度進行比較，以得到更全面的看法。
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Language and Linguistics，10（2），415-479。
何萬順（2010）。論台灣華語的在地化。澳門語言學刊，35（1），19-22。
周清海（2007）。論全球化環境下華語的規範問題。語言教學與研究，4，91-96。
林俊宏、李延輝、羅云廷、賴慈芸（譯）（2007）。H. Douglas Brown（著）第二 語教學最高指導原則，台北：東華書局。
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黃宣範（譯）（2005）。Victoria Fromkin, Robert Rodman, Nina Hyams（著）語言學 新引，台北：文鶴出版社。 開補習。TVBS 新聞。取自：http://news.tvbs.com.tw/world/news-626612/
英文文獻
Baker, A. A. (2011). ESL teachers and pronunciation pedagogy: Exploring the development of teachers' cognitions and classroom practices. In. J. Levis & K.
LeVelle (Eds.). Proceedings of the 2nd Pronunciation in Second Language
Learning and Teaching Conference, Sept. 2010. (pp. 82-94), Ames, IA: Iowa State
University.Christenson, T. (1992). Standard English and the EFL classroom. English Today 31:11–
15.
Cross, J. B., DeVaney, T., & Jones, G. (2001). Pre-service teacher attitudes toward differing dialects. Linguistics and Education, 12, 211–227.
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Farrell, T. S. C. & Martin, S (2009) To teach standard English or world Englishes? A balanced approach to instruction. English Teaching Forum, 47 (2), 1-5
Fox, R., & McGory, J. (2007). Second language acquisition of a regional dialect of American English by native Japanese speakers. In O. Bohn & M. Munro (Eds.),
Language experience in second language speech learning: In honor of James Emil Flege (pp.117-134). Amsterdam & Philadelphia: John Benjamins.
He, Deyuan & Zhang, Qunying (2010). Native Speaker Norms and China English:
From the Perspective of Learners and Teachers in China. TESOL Quarterly: A
Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 44(4), 769-789.
Holmes, P. (2004). Negotiating differences in learning and intercultural communication.
Business Communication Quarterly, 67, 294-307.
Kachru, B. B. (1985). Standards, codification and sociolinguistics realism: The English language in the outer circle. In English in the world: Teaching and learning the
language and literatures, ed. R. Quirk and H. G. Widdowson, 11–30. Cambridge:
Cambridge University Press.
Kang, O. (2010). ESL learners' attitudes toward pronunciation instruction. In J. M.
Levis & K. LeVelle (Eds.), Proceedings of the 1st Pronunciation in Second
Language Learning and Teaching Conference (pp. 105-118). Ames, IA: Iowa
State University.Kubler, C. C. (1985). The development of Mandarin in Taiwan: a case study of language contact. Taipei: Student Book Co., Ltd.
Li, M. (2004). Culture and classroom communication: A case study of Asian students in New Zealand. Asian EFL Journal, March 2004. Retrieved from http://www.asian-efl-journal.coml/04_ml.php
MacDonald, S. (2002). Pronunciation–views and practices of reluctant teachers.
Prospect, 17, 3–18.
McKay, S. L. (2002). Teaching English as an international language. Oxford: Oxford University Press.
Petzold, R. (2002). Toward a pedagogical model for ELT. World Englishes 21 (3): 422–
26.
Sewell, H. D. (2005, February 15). Teaching implications of students’ attitudes to differing English accents. Centre for English Language Studies. Retrieved from http://www.birmingham.ac.uk/Documents/collegeartslaw/cels/essays/sociolingui stics/SewellSocio.pdf
Thomas, G. (1991). Linguistic purism. London: Longman
Timmis, I. (2002). Native-Speaker Norms and International English: A Classroom View.
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Tsao, F.F. (1999). The language planning situation in Taiwan. Journal of Multilingual
and Multicultural Development vol. 21.
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附錄-問卷
在台華語學習者之標準國語與台灣華語語言學習態度調查
The Survey of Chinese Learners’ Attitude toward Standard Mandarin and Taiwanese Mandarin in Taiwan
親愛的作答者，您好：
感謝您參與研究，這是一份關於在台灣的外籍華語學習者對於標準國語和台灣華語的喜好 調查研究，本問卷分為三部分，請您依實際情形，按照指示填寫即可。
本問卷採不記名方式調查，您的回應僅用於學術調查分析，再次感謝您的填謝！並請不吝 指教。
國立政治大學華語文教學碩士學位學程 研究生 梁雅淳 [email protected] Dear participant,
I am a postgraduate student of Teaching Chinese as a Second Language Program at National Chengchi University. I am currently carrying out a research on foreign learners’ attitude toward Standard Mandarin and Taiwan Mandarin. This is an anonymous questionnaire, and the results would only be used for academic research. Your answers are vital to the completion of my research. I sincerely appreciate your participation in this survey.
Liang, Ya-Chun, Master’s Program in TCSL, National Chengchi University [email protected]
Section 1.基本資料 Basic Information
1. 你的性別是 Gender： □男 Male □女 Female □＿＿＿＿＿
2. 你的年齡是 Age： □19 以下(less than 19) □20~29 □30~39 □40~49 □50 以上(more than 50)
3. 你的職業是 Occupation：＿＿＿＿＿＿＿＿＿＿
4. 你的母語是 Native language：＿＿＿＿＿＿＿＿＿＿
5. 你在台灣總共多久了？How long have you been living in Taiwan ? (Total time)：＿＿＿＿＿＿＿＿
6. 你學華語多久了？How long have you been studying Chinese ? (Total time)：
＿＿＿＿＿＿＿＿＿
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7. 你的華語程度是 Your Chinese proficiency level：□初級 Basic □中級 Intermediate □高級 High
8. 如果你已經通過華語能力測驗（TOCFL、HSK 等），請寫下你的通過級 數：
If you have taken any Chinese proficiency test (TOCFL, HSK, etc.,) please indicate the highest level you passed: ＿＿＿＿＿＿＿＿＿＿＿
9. 為什麼你選擇來台灣學華語？Why did you choose to learn Chinese in Taiwan?
＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
10. 你學華語的主要目的是什麼？What is your main purpose of learning Chinese?
＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
11. 你是否曾在中國學習過華語？Have you ever studied Chinese in China?
□是 Yes □否 No
你在中國總共多久？How long have you been in China? ＿＿＿＿＿＿＿＿
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In this section, you will hear two audio recordings. Please answer the questions based on your personal feelings after listening to the audios. First, score the degree of compliance for the given characteristics describing the speaker. Then indicate the accent of the speaker, decide whether it belongs to Standard Mandarin or Taiwan Mandarin.
音檔1 Audio 1
特質 characteristics
符合程度 degree of compliance Strongly disagree ↔ Strongly agree
1 聰明的 Intelligent １ ２ ３ ４ ５
□台灣華語 Taiwan Mandarin
音檔2 Audio 2
特質 characteristics
符合程度 degree of compliance Strongly disagree ↔ Strongly agree 1 聰明的 Intelligence １ ２ ３ ４ ５
□台灣華語 Taiwan Mandarin
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For Part A, please indicate your level of agreement or disagreement with the following statements. 5 represents strongly agreement, and 1 represents strongly disagreement.
For Part B, please answer the questions according to your own opinion and personal experience.
Part A
同意程度
Strongly disagree ↔ Strongly agree
1. 我覺得聽懂標準國語的口音很重要。
The vocabularies in my textbook are what Taiwanese usually use in their daily lives.
１ ２ ３ ４ ５
The grammars in my textbook are what Taiwanese usually use in their daily lives.
１ ２ ３ ４ ５
9. 我想學更多台灣人常用的文法。
I would like to learn more grammars which Taiwanese people usually use.
１ ２ ３ ４ ５
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Part B
1. 我希望我的中文老師說的是 □標準國語的口音 □一般台灣人的口音。
I would like my Chinese teacher to speak in □Standard Mandarin Accent □Taiwanese Mandarin Accent
因為 because 2. 我希望我說的是 □標準國語的口音 □一般台灣人的口音。
I would like to speak in □Standard Mandarin Accent □Taiwanese Mandarin Accent 因為 because 3. 你覺得學習具有台灣特色的生詞重要嗎？為什麼？
Do you think it is important to learn vocabularies which only used in Taiwan?
Why?
4. 你在生活中學會哪些課本沒有的生詞？請寫下印象最深刻的五個：
Have you ever learned Chinese vocabularies that are not in your textbook from your daily life? Please write down five most impressive ones:
5. 你覺得學習台灣人說話常用的文法重要嗎？為什麼？
Do you think it is important to learn Taiwanese Mandarin grammars? Why?
6. 你曾經觀察到哪些台灣人說話時的特殊語法或句型？
Have you ever noticed any specific grammars that Taiwanese people use when they speak? If so, please write it down: