新住民語文學習教材跨文化行動內容之研究——以越南語與印尼語為例

A Study of Intercultural Competence in Action in New Immigrant Language Textbooks: Using Vietnamese and Indonesian as Examples

本研究旨在檢視《新住民語文學習教材》中跨文化行動力內容之呈現情形，聚焦分析越南語與印尼語兩版本第1至第12冊教材，與新住民語文課綱之跨文化行動學習條目對應情形。研究採用內容分析法，建構「Kramsch三構面（認知、情意、行為）×Byram五項跨文化能力指標」之雙軸分析架構，系統編碼教材中各課文內容、情境設計與語言用語，並對照課綱所列9項跨文化學習條目進行分類與比較分析。結果顯示，教材整體展現高度行動導向與應用實務性，越南語教材在情意面與互動實踐上表現較佳，印尼語教材則於文化詮釋與比較推理面向具明顯優勢，對中高階跨文化能力建構具有潛力。然而，兩種語言教材在「批判文化意識」與「知識」指標上比例偏低，顯示文化背景鋪陳與價值反思設計仍有強化空間。研究最後建議教材可採遞進式任務結構、補充深層文化內涵與比較視角，並設置省思欄與知識補充欄位，以強化跨文化素養教學之實踐效能。

This study explores how intercultural competence in action is presented in Taiwan’s New Immigrant Language Textbooks, focusing on the Vietnamese and Indonesian editions (Volumes 1–12), and their alignment with the intercultural action learning objectives in the curriculum guidelines. Using content analysis, the research applies a dual-axis framework integrating Kramsch’s three cultural dimensions and Byram’s five indicators of intercultural competence. Findings show both versions emphasize practical and interactive cultural learning. The Vietnamese textbooks highlight affective engagement, while the Indonesian editions focus more on cultural interpretation and reasoning. However, both lack adequate content on critical cultural awareness and cultural knowledge. The study suggests improving textbook design by incorporating scaffolded tasks, deeper cultural content, and reflective prompts to better support intercultural competence development in elementary classrooms.