臺灣博碩士論文加值系統

語言態度在現今多種語言社會中扮演著十分重要的角色，影響著人們的語言使用，保存和語言政策。近年來，由於東南亞國家在全球經濟的興起，許多企業進入東南亞國家協會（東協）。因此，東南亞語言在台灣變得流行。台灣政府從 2017 年到 2020 年推行了新南向人才發展計劃，旨在促進雙邊交流和資源共享。該計劃促使我們的大專院校與東盟國家開展實質性的教育交流計劃。
此外，根據教育部的統計，從 108 學年開始，七種主要的東南亞語言將列入小學的語言修科目之一。為了更深入了解此對台灣教育的影響和重要性，本研究調查大學生對於越南語的態度，以及他們對 12 年國民教育課程中列入越南語的意見與看法。
此外，本研究也調查受試者個人背景因素與其語言態度之間的關係。本研究採用問卷調查法和焦點小組訪談法來探討大學生對於越南語抱持的態度和想法。研究結果指出，受試者對於此語言的語用功能持最正向的態度，其次是對於學習或說此語言，再者是對語言的感知，再者喜歡此語言，然而他們認為此語言的使用評價最低。從訪談結果來看，受訪者指出他們對越南語的態度受語言使用頻率的影響很大。此外，探討可能影響語言態度的因素，性別和地區的不同對於越南語的態度沒有顯著差異。因此，受試者的性別和地區並不是影響學生對越南語言態度的關鍵因素。最後，本研究也發現大學生對越南語和語言政策有不同的見解。結果顯示，超過一半的受試者同意這項政策。更進一步發現，大多數受試者會同意該語言政策是因為他們認為新二代對於東南亞語言和文化的身份認同是很重要的。原因有四：(一)對於東南亞語言和文化的身份認同；(二)提升語言能力培養；(三)能提高語言競爭力；(四)國際觀的培養。另一方面，從反對的受試者當中發現，原因有二：(一)對於臺灣與文化的身份認同；(二)不合適於小學階段。因此，本研究結果可提供決策者未來促進本土語言和新住民語言課程設計時參考。

Language attitude plays a vital role in multilingual societies as it influences language use, language maintenance, and language policy. In recent years, due to the rise of Southeast Asian countries in the global economy, many enterprises actively rushed into the Association of Southeast Asian Nations (ASEAN), especially in the Asian context. The learning of Southeast Asian languages has thus become an important project for the Taiwanese government. Consequently, the Taiwanese government has promoted the New Southbound Talent Development Program from 2017 to 2020, aiming to foster bilateral exchange and mutual resource sharing. This program has led our colleges and universities to develop substantive educational exchange programs with the ASEAN countries. In addition, according to the Ministry of Education, the seven major Southeast Asian languages will be included in the Curriculum Guidelines of 12-Year. The New Resident Languages are listed as one of the mother tongues required in primary school for primary schools starting in the 108th academic year. To address the importance of this impact on the education of Taiwan in the near future, the current study investigates the local college students’ attitudes towards the Vietnamese language and their points of view on the inclusion of Vietnamese in the Curriculum Guidelines of 12-Year. In addition, this study also investigates the relationship between the participants’ personal background factors and their attitudes.
In the study, a questionnaire survey was administered to 69 college students to elicit their attitudes towards Vietnamese together with a focus group interview. The results from the questionnaire indicate that the Vietnamese language is evaluated negatively among college students. The results further show that the participants have the most positive attitude towards the pragmatic function of the language, followed by the desire to learn or speak the language, their perception to the intrinsic features of the language, a general liking of the language, and language use.
Additionally, there was no significant difference found in terms of gender and region on their language attitudes towards Vietnamese. Therefore, the gender and the region of the participants are not the crucial factors for influencing students’ language attitudes towards Vietnamese in the study. From the result of the focus group interview, the interviewees point out that their attitude towards Vietnamese is influence by the frequency of their language use.
This study also provides insights of attitudes towards Vietnamese and language policy. The results show that more than half of the participants agree with this policy. Also, we find that the majority of the participants agree with the policy because of the identity for the Southeast Asian language and culture. Most participants indicate that they think identity with the Southeast Asian languages and culture for New Second Generation is very important. Four reasons are found, and they are: (1) the identity for the Southeast Asian language and culture, (2) language competence cultivation, (3) enhancement of language competitiveness, and (4) development for global perspective. On the other hand, among the participants who disagree with the policy, three reasons are found. They are: (1) identity for Taiwanese and culture, (2) inappropriateness in primary schools. These results provide some implications for policy makers to promote both native/local languages and new resident languages and modify our curriculum in the future.

CHAPTER ONE: INTRODUCTION 1
1.1 Motivation 1
1.2 Population and language use in Taiwan 3
1.3 Southeast Asian populations in Taiwan 4
1.4 New Southbound Policy 8
1.4.1 New Southbound Policy 8
1.4.2 New Southbound Talent Development Program 10
1.5 Definition of language policy and language planning 12
1.6 Language policy in Taiwan 13
1.7 Purpose of the study 17
1.8 Research Questions 17
CHAPTER TWO: LITERATURE REVIEW 18
2.1 Language attitude 18
2.2 Methods of language attitude research 20
2.2.1 Direct assessment 20
2.2.2 Indirect assessment 23
2.3 Factors influencing language attitude 24
2.4 Previous Studies of language attitude in Taiwan 26
CHAPTER THREE: METHODOLOGY 34
3.1 Strengths of direct method 34
3.2 Instrument 35
3.2.1 Questionnaire 35
3.2.2 Interview 38
3.3 Participants 39
3.4 Data analysis 40
3.5 Data collection procedure 41
CHAPTER FOUR: RESULTS AND DISCUSSION 43
4.1 Language Attitude towards Vietnamese 43
4.1.1 Factors influencing participants’ language attitudes towards
Vietnamese 49
4.1.2 Language attitudes and gender 50
4.1.3 Language attitudes and region 51
4.2 Language attitudes towards language policy regarding Vietnamese 52
4.3 Attitudes towards the Language Policy– Open Question 55
4.4 Attitude towards the language policy – Interview 64
4.5 Discussion 71
4.5.1 Discussion of research question (1) 71
4.5.2 Discussion of research question (2) 72
4.5.3 Discussion of research question (3) 73
CHAPTER FIVE: CONCLUSION 75
5.1 Summary of major findings 75
5.2 Significance of the study 76
5.3 Pedagogical implications 77
5.4 Limitations and recommendations 79
References 80
Appendices 85
Appendix A: Questionnaire (Chinese version) 85
Appendix B: Questionnaire (English version) 90
Appendix C: Interview Questions 94
Appendix D: Content of the New Southbound Policy 95
Appendix E: Concepts of the New Southbound Talent Development Program 98

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