印尼、泰國、寮國三國華裔新生代華語溝通意願調查研究

A Study on Willingness to Communicate in the Chinese Language of the New Generation of Chinese in Indonesia, Thailand, and Laos

本文選取了印尼、泰國、寮國三國的532名華裔新生代為研究對象，調查三國華裔新生代的華語溝通意願的情況。調查結果顯示，印尼、泰國、寮國華裔新生代的華語溝通意願總體較高，課堂內的華語溝通意願要高於課堂外。「聽」、「說」、「讀」和「寫」四個維度也呈現較高的溝通意願水平，其中課堂外「說」的溝通意願顯著高於「寫」。此外，本研究亦將性別、國別與溝通情境進行整體性的分析，發現三向交互作用達顯著差異。進一步的分析顯示，性別與情境的影響會因國別而不同。具體而言，對於泰國華裔新生代來說，僅在課外情境下，女性的華語溝通意願高於男性，但在課堂內情境中則無。然而，對於寮國華裔新生代，女性的華語溝通意願不論在課堂內外的情境皆高於男性。上述的結果提醒，過往的性別預測可能過於簡略，易陷人刻板印象的情況，未來我們建議應將重要的因素結合起來，從整體的角度來分析，以探究各因素及其結合的影響，才能取得更加完整與全面的研究結論。本文最後根據上述的調查結果，針對三個國家的華文教育發展和華語教學策略提出了方針與建議。

This study surveyed 532 new generations of oversea Chinese descent from Indonesia, Thailand, and Laos to investigate their willingness to communicate (WTC, hereafter) in the Chinese language. The results show that the new generation of oversea Chinese descent in these three countries has a relatively high WTC in Chinese. Specifically, the WTC in Chinese of the inside classroom context is higher than that of the outside classroom context. The scores on the four dimensions of “listening”, “speaking”, “reading” and “writing” also showed a high level of WTC. However, WTC oral “speaking” was significantly higher than that of ''writing'' outside the classroom context. When examining gender, nationality, and communicative context holistically, a three-way interaction was found, suggesting that the effect of gender and communicative context varies because of the nationality factor. For example, for Thailand’s new generations of oversea Chinese descent, WTC in Chinese in women is higher than of men outside the classroom context only. However, no differences were found inside the classroom context. In contrast, for Laos’ new generations of oversea Chinese descent, women were found to have higher WTC in Chinese scores than men in both inside and outside classroom contexts. In addition, nationality differences were found. The results described above suggest that past gender predictions may have been oversimplified and may be prone to fall into stereotypes. In the future, we suggest that the important factors should be combined and analyzed from a holistic perspective, and their impacts on WTC can be seen together so that a more comprehensive and dedicated conclusion can be reached. Recommendations on the Chinese language education development among the three countries and strategies for Chinese teachers were suggested based on the data obtained from current survey.