大學階段華裔傳承語課程設置：個案研究

College-level Chinese as a Heritage Language Curriculum Development: A Case Study

研究表明傳承語學習者和傳統外語學習者有很大不同。近年來美國大學華裔漢語學習者的人數增長很快，然而對華裔漢語的課程設計進行的實證研究尚不充分。本文通過文獻研究發現傳承語學習者有三大學習需求，即語言需求、文化需求和心理需求。基於傳承語學習者的這些需求，本文針對在美國大學就讀的華裔漢語學習者設計了一門中級課程，並通過問卷和訪談的方式分析和討論了學生對課程的回饋，希望能為促進華裔漢語課程的設置和發展盡綿薄之力。

Research has shown that heritage language learners have characteristics that distinguish themselves from traditional foreign language learners. The number of Chinese as a Heritage Language (CHL) learners in U.S. has seen rapid increase in recent years. However， there has been little empirical research on curricula specifically designed for these learners. To offer new insight for CHL curriculum development， this paper reviews current literature， presents a case curriculum based on students’ linguistic， cultural， and psychological learning needs， and discusses questionnaire and interview data of heritage students.