第二語言習得理論指出，學習目標語言，應當在真實情境當中頻繁地使用 目標語言進行輸入與輸出，藉由與母語者之間的人際互動提升個人之語言能力。
行動科技的便攜性、即時性、自主性等等特點，又使得行動裝置能夠跨越不同情 境輔助學習，非常適合用來輔助語言學習者在真實情境中進行口語溝通。然而目 前行動輔助語言學習之文獻雖多，針對華語口語溝通的研究卻非常罕見；本研究 欲補充此一缺口，以海外華裔青年學習者為對象，探討真實情境中行動輔助華語 口語溝通的學習成效，與學習者對此一學習方式之態度。
為了達到上述目的，本研究設計了真實情境與教室情境兩種不同的學習方 式，分別利用行動裝置與傳統紙本輔助語言學習，藉以了解海外華裔青年學習者 在不同情境中學習華語的成效與態度。研究結果發現雖然兩組學習者的學習成效 與學習態度沒有顯著不同，然而口語表現模式則有許多明顯差異，可見不同情境 對於學習者之口語溝通過程有其影響。真實情境組學習者拜訪店家時能夠根據情 境提出適當的問題，也容易因任務細節或社交場合進行教材範圍以外的對話。教 室情境組的學習者則時常提出不吻合情境的問題，語言錯誤時常中斷溝通過程，
和店家的對話通常不脫教材範圍，少有機會進行任務以外的社交互動。
兩組學習者採用的語言學習策略亦有不同。在認知策略方面兩組並無顯著 差異，所運用的補償策略則有顯著不同：真實情境組會利用多種方式維持目標語 對話，無法使用母語進行溝通；教室情境組學生則很容易轉換回母語溝通，缺乏 其他補償策略的表現。另外教室情境組在任務當中的同儕互動也遠少於真實情境 組。
本研究亦發現若干值得探討的現象，但因實驗設計與資料收集上的侷限，
未能於本論文中討論，應納入日後研究之設計中，如：
1. 使用行動裝置與華語學習者完成任務活動的時間長度有何關係？相較於傳統 紙本學習，操作裝置 (包括各種系統錯誤) 是否增加了學習者的負擔？這些負擔 對於不同華語能力的學生有何影響？對於這方面的研究或許要引入認知負荷理 論加以討論。
2. Oxford 的語言學習策略不完全適合分析二語學習者的口語溝通策略 (Hsieh, 2014)。因此對於學習者口語互動過程的分析尚有改進的空間。
簡言之，根據本研究之實驗結果，行動科技對於輔助華語口語互動有正面 效果，能夠輔助華語學習者在真實情境中進行口語互動，對話內容比情境教室中 的學習更為自然，也會激勵學生使用更多語言學習策略。目前行動輔助華語學習 的文獻尚不多見，本研究的發現可供相關研究參考；然而本研究仍處於起步階段，
相關研究議題需要更多學者投入。
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附錄 A 前後測題目
【句子意義】
1. 你好，我們是師大的學生。
a. 我們在師大教書。
b. 我們在師大念書。
c. 我們在師大工作。
2. 這裡禁帶外食。
a. 這裡不能吃東西。
b. 這裡沒有賣吃的東西。
c. 這裡不能吃外面帶來的東西。
3. 這裡禁止飲食。
a. 這裡不能吃東西。
b. 這裡沒有賣吃的東西。
c. 這裡不能吃外面帶來的東西。
4. 我吃素。
a. 我不吃豬肉。
b. 我不吃肉。
c. 我不吃麵。
5. 一件襯衫五百元，三件特價一千兩百元。
a. 兩件襯衫九百元
b. 一次買三件便宜了三百元。
c. 一次必須買三件。
6. 本圖書館每日開放，星期一休息。每日開放時間為上午八點至晚上九點；週 末開放時間為上午八點至下午五點。
6. 本圖書館每日開放，星期一休息。每日開放時間為上午八點至晚上九點；週 末開放時間為上午八點至下午五點。