反思臺灣華語教學的目標語與授課語言

Reflecting on the Target Language and Instructional Language in Taiwan's Mandarin as a Second Language Teaching

臺灣人真實使用的「國語」，語言學界稱之「臺灣華語」，是各級教育中自然使用的課室語言，也是各種社會場域的主要語言。然而，在臺灣的華語教學中，目標語與授課語言均是「標準國語」，在語音與語法上十分近似「普通話」，與臺灣華語有重要差異。本文對此分歧提出反思，首先賦予英語世界的「三圈理論」一新分類依據，並以此依據檢視華語：內圍圈僅有臺灣與中國大陸，外圍圈有港澳、新加坡與馬來西亞，延伸圈有日韓越三國。在內圍圈的臺灣，「標準國語」的規範是人為的想像，臺灣華語卻是極有生命力的自然語言。在此科學事實的基礎上，本文論證臺灣華語教學的目標語與授課語言，認為在學習與教學兩方面的效率，課室內與課室外使用的華語應一致，方為上策；此外，在語言現實的諸多考量之下，臺灣華語是臺灣境內華語教學的最佳選擇。本文因此建議臺灣華教界嚴肅思考，如何以漸進的方式逐步於課室內外使用臺灣華語，使目標語與臺灣日常使用的華語一致。

The target language in Taiwan's Mandarin as a second language teaching is not Taiwan Mandarin; it is Standard Mandarin instead, which is closer to Putonghua. This paper reflects on this discrepancy. Under the concentric circle model, Taiwan and Mainland China form the inner circle, while Hong Kong, Macau, Singapore, and Malaysia are in the outer circle, and countries like Japan, Korea, and Vietnam are in the expanding circle. In Taiwan, Taiwan Mandarin is a natural language with distinct phonological and grammatical features, but Standard Mandarin is merely an artificial construct. Building on these facts, this paper argues for Taiwan Mandarin as both the target and instructional language based on four premises: (1) Classroom and real-life language should be consistent; (2) Taiwan Mandarin reflects cultural identity; (3) Foreign students' demand for Standard Mandarin should not be overestimated; (4) Taiwan Mandarin is already emerging as the norm.