新南向產學合作國際專班華語文教育之習得規劃研究

A Study on the Acquisition Planning of Chinese Language Education in the International Program of Industry-Academia Collaboration based on New Southbound Policy

自新南向政策實施，106學年度開辦新南向產學合作國際專班以來已有八年歷史，申請辦理之各校系自行設計課程規劃表，華語文課程方面依據教育部函文公告的〈新南向產學合作國際專班規範〉為綱，學時、學分和無學分之「華語輔導」均有相關規定，並且最新版的規範增加「第一學年結束前必須通過華語文能力測驗A2，否則學校應逕予退學」條文，顯然是產專班華語文政策與管理。
國內各大專院校已有不少產專班國際學生，本研究欲從語言規劃中「習得規劃」（acquisition planning）的角度來檢視臺灣現行產專班的華語文教育。本研究採文件分析法和訪談法，從開班規範、學校學年課程規劃表與教師授課情況來研究現行產專班的華語文課程規劃。邀請訪談的對象均為產專班的華語教師，來自北部2所、中部2所和南部1所學校。經本研究探討，進一步了解五所學校產專班的華語文課程規劃、教師教學內容與方法，從受訪教師之言談分析語言管理至語言實踐的現象。
研究發現，五校在華語文課程規劃和教師授課方面有紛雜的現象；語言管理與語言實踐無法對應；且將語言檢定門檻設為升學或退學結果唯一依據，是為學習成效把關，卻也影響學習者心態。總體而言，依照訪談語料的呈現，目前華語文課程的政策規劃與實際教學內容有所落差，宜多考慮學習者的目標，強化職場相關的語言訓練，以呼應政策之走向。

Since the implementation of the New Southbound Policy and the establishment of the New Southbound Industry-Academia Collaboration International Programs in the 106th academic year, six years have passed. Each participating institution independently designs its curriculum, while Mandarin language courses are structured by the“Criterion for New Southbound Industry-Academia Collaboration International Programs,”issued by the Ministry of Education. The guidelines in criterion stipulate requirements for instructional hours, credit-bearing courses, and non-credit“Mandarin tutoring.”Additionally, the latest version of the criterion introduces a new regulation: Students must pass a language proficiency test (Test of Chinese as a Foreign Language - TOCFL) at the A2 level by the end of their first academic year; failure to meet this requirement results in mandatory be dropped out from the school. This provision exemplifies the policy and management approach governing Mandarin education in these programs.
Many universities and colleges in Taiwan currently host international students in the Program. This study examines the state of Chinese language education in the Program through the lens of“acquisition planning”in language policy. Employing document analysis and interviews, it explores course design, class regulations, curriculum planning, and teaching practices. The interviewees comprise Chinese language instructors from five institutions: two in northern Taiwan, two in central Taiwan, and one in southern Taiwan. This research provides insights into course planning, teaching content, and instructional methods by investigating these aspects. Additionally, it examines the transition from language management to language practice, drawing on data from the interviews.
The study reveals significant inconsistencies in Mandarin course planning and instructional practices across the five institutions. An apparent misalignment exists between language management policies and actual language practice. Moreover, language proficiency tests, as the sole criterion for academic progression or dismissal, measure learning outcomes and impact students’study attitudes. Based on the interview data, there is a noticeable gap between policy planning and actual instructional implementation. More significant consideration should be given to learners’objectives, emphasizing strengthening workplace-oriented language training to better align with policy directions.