成人華語課堂內標準語言意識形態之研究

Standard Language Ideologies in an Adult CSL Classroom

隨著中國經濟結構變化，華語文教育及其研究在過去幾十年來持續擴展，但以往華語文教育之研究大多以傳統第二語言習得包含認知心理學及語言學為探究觀點，鮮少華語文教育研究以社會、文化和政治之社會文化理論觀點出發。因此，本研究旨在探討華語教師於課堂教學中語言意識形態建構以及其過程。透過人誌學研究法和批判論述分析，本研究於華語教學領域提出兩個主要貢獻：首先，研究發現教師的課堂教學對話為語言價值及語言評斷之符號化過程，而在此過程中教師對於特定語言價值自然化。本文亦發現教師於課堂教學中所建立之語言意識形態與存在於臺灣社會中之語言意識形態具有衝突。例如，儘管課本中表示「主角」的兩種發音zhŭjué及zhŭjiăo皆為正確，教師依然僅認定前者的發音為「正確」。最後，本研究教學提供建議。

Despite the growth in Chinese language education over the past decade, little research has been conducted on language acquisition from a sociocultural perspective that focuses on social, cultural, and political aspects of language. This study aims to fill the gap and investigate language ideologies constructed through a teacher's discourse in an adult Chinese as a second language classroom. This study employs an ethnographic research approach and critical discourse analysis to explore the ways in which ideologies are formed. It also draws on theories of ideologies and language socialization. This study contributes to the field of Chinese language education in two main ways: first, it reveals that the teacher's classroom discussions serve as semiotic processes of language valuation and evaluation which naturalize particular language values. Second, it identifies the conflict between language ideologies when a teacher deems a pronunciation, e.g. zhŭjué in主角, taught in the classroom as ＂correct＂ and one found in the larger social world as ＂incorrect,＂ even when the textbook used by the teaching institution recognizes both pronunciations zhŭjué and zhŭjiăo in主角as correct. This paper concludes with implications of a teacher's pedagogy.