印度臺灣華語教育中心語言習得規劃現況研究──以金德爾全球大學華語文課程為例

Mandarin Acquisition Planning of Taiwan Education Center in India-- A Case Study of Mandarin Course in O.P. Jindal Global University

印度臺灣華語教育中心金德爾全球大學（簡稱TEC-JGU）校區成立於2012年，為促進印度高等教育之學生學習華語及台印交流。除了華語課程，印度臺灣華語教育中心也提供學生參與文化活動的機會，並推廣臺灣之高等教育與學術合作。然而針對印度華語教學的相關研究十分不足，更別說是教學現場研究富有多元性。印度華語文學習需求日益增長，但因師資不足、研究產量不高等因素，造成學術界對其現況無太多了解。而本研究目的為以語言習得規劃觀點來探討TEC-JGU華語文課程現況。根據此研究目的，研究者列出三點研究問題分別為：1 TEC-JGU現階段華語習得規劃觀點為何？；2) TEC-JGU現階段的語言位階為何？及3) TEC-JGU現階段的語言方針為何？本研究為個案研究。以印度臺灣華語教育中心金德爾全球大學校區為研究場域，研究對象包括四位印度臺灣華語教育中心總部行政人事及三位華語教師。研究者使用開放性問卷及半結構式訪談為研究法，並輔以官方文件。而後，將研究資料進行逐字稿繕寫、編碼、比較與歸納。研究結論有三點：1)TEC-JGU的華語習得規劃中，規劃者與教學者合作規劃華語習得方案；2) TEC-JGU語言位階中包含華語、英語及學生各自的母語，是印度獨特的語言現象，最後3)在TEC-JGU語言方針，規劃者及教學者皆認為華語是一種資源，而各自認定的利益點並不相同。研究者建議相關學術界先進們可多發展印度華語文研究，便能更了解印度華語教學之需求。

Taiwan Education Center (TEC) in India has been established for more than 4 years since 2012 for the collaboration between India and Taiwan academics and in high education. TEC does not only offer Mandarin courses but promotes cultural activities to enhance the understanding among Indian students. The need of research on TEC is crucial however; it is limited in Teaching Chinese as Other Language (TCOL) fields. As the demand for Mandarin teaching in India has increased rapidly, studies in localized teaching research will surely add contribution to the understanding of the field. and This study is a comparative case focusing on O.P. Jindal Global University (JGU) in North India. Researchers used theories in Language Planning, Language Status and Language Orientations to organize research findings. The purpose of this study is to explore the language acquisition planning in Taiwan Education Center at O.P. Jindal Global University (TEC-JGUs)in North India. The research questions are: 1) What are concepts of Mandarin acquisition planning including the emphasis and challenges in TEC-JGU? 2) What are the concepts of language status and 3) What are the Language Orientations within TEC-JGU? The researcher interviewed 3 Mandarin instructors and 4 administrative personnel as data collection. Open questionnaire and semi-structural interview were used as methodology followed by official documents and teaching log. The data are analyzed by transcript and comparisons. The conclusions of this study are: 1) TEC-JGU holds a collaboration among language planners and instructors; 2) the Language Status includes Mandarin Chinese, English and different native languages of students and this is the unique feature about India institutes; 3) All planners and instructors consider Mandarin Chinese as a resource despite of their varied points of view in the Language Orientations. Researches would encourage more related studies for Indian institutes for a better and deeper insight in TCOL.