| Summary: | 碩士 === 國立高雄師範大學 === 華語文教學研究所 === 101 === Abstract
This research inspects discourses on nationalized Chinese teaching in light of Chinese learning needs overseas. For lacking related research on Oceanian Austronesian in studying Chinese teaching and the knowledge of Chinese learning needs in the Republic of Palau, this research probes into three dimensions: What the need and the purpose of Leaning Chinese for a foreigner language learner? What the significance and necessity of nationalized teaching materials? What the teaching viewpoint and strategy a nationalized Chinese teacher should possess?
Based on qualitative research methodology, this research lasts from August, 2008, to November, 2012, with data collected from Chinese curriculum and teaching experiences in the Republic of Palau, teaching material archives, classroom observations and interviews, and the help of questionnaires completed by Chinese learners. This research has been analyzed and confirmed with coding, comparison, classification, and related literatures as supports.
It is revealed that, first, under the nationalized, Chinese-as-foreign-language teaching environment in Palau, the adults’ purpose of short-term language learning is usually determined by functional needs—the exercise of working skills in particular—which constitutes the significance of teaching materials’ practicality in Palauan’s Chinese teaching. On the other hand, in order to react to the local socio-linguistics and ethnicity, the nationalized Chinese teachers’ teaching sensitivity should be circumstantially determined by learners’ Chinese needs while multiple teaching materials and curriculum are ready to be provided.
Three points as conclusion are addressed in light of aforementioned discoveries. First, foreign language learning differs from second language learning; a teacher should nimbly assimilate local language and culture in teaching processes. Second, the objective environment of Chinese needs in Palau lies in the tourism economy of the nation, while subjective Chinese learners begin with their job needs; nationalized Chinese teachers should be sensitive to such dissimilitude. Third, practical design of teaching materials should prioritize learners’ needs and then include the learning needs of the objective environment for complementing both sides.
Keywords: Chinese learning needs, the Republic of Palau, nationalized teaching materials, teaching strategy, teaching materials design
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