The Study of Communicative Strategies by Two Transnational Vietnamese-Taiwanese Students in Individualized CSL Teaching Classes

• Main Authors: LU, YU-LING, 呂侑陵
• Other Authors: Chun, Chen-Cheng
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/4j43x2

碩士 === 國立高雄師範大學 === 華語文教學研究所 === 105 === More and more new immigrant children transfer between Taiwan and other countries’ education systems because of the family factors. When they come to Taiwanese school settings, they will face challenges either in learning or interpersonal relationships because of their language proficiency of Chinese as a second language (CSL). Chun (2017) defines children who have been educated for a certain period of time outside the Taiwanese education system, or have been transferred for several times between Taiwan's education system and other countries’ education systems, are called “transnational students”. It is common that these students are usually sent to a lower grade or into the counseling classes if their language proficiency cannot catch up their peer’s regular classroom performance. However, the teacher training system in Taiwan does not include the ideas of CSL teaching. Therefore, for teachers, the communicative difficulty often leads to a sense of helplessness; for students, the unfamiliarity with Chinese and the barriers to communication make them feel anxious about learning Chinese. The purpose of this study is to analyze the communicative strategies used by the Transnational Vietnamese-Taiwanese students in the individualized CSL classrooms and the influencing factors of communicative strategies. This is an ethnographic study. Participants are two transnational students with Vietnamese background in two different junior high schools locate at southern Taiwan and two of their teachers. The data collection includes video recordings, field notes, and semi-structured interviews. The strategies of communication collected from participants are divided into three categories based on Dörnyei and Scott (1995, 1997): Direct Strategy, Interaction Strategy, and Indirect Strategy. And then the researcher cross-checked the data in order to answer the research questions. The study found that the communicative strategies used by students were scattered among these three categories and the Interaction Strategy is the most widely used. Two students show their preference in communicative strategy respectively. The reasons related to the communicative strategies difference also involve the factors between teachers and students. The factors associated with teachers are teaching goals and teacher's language use. The factors associated with students are personality, language anxiety, and learning motivation. This study also reveals the diversity of transnational Vietnamese-Taiwanese students' communicative strategies. Three conclusions in this study are: (1) transnational Vietnamese-Taiwanese students' communicative strategies are not entirely related to the lack of language proficiency; (2) individualized Chinese classes have a considerable impact on the performance of communicative strategies for transnational Vietnamese-Taiwanese students (3) CSL teachers can help transnational Vietnamese-Taiwanese students to improve their communicative strategy. Three teaching suggestions are provided for future researchers and teachers: (1) CSL teachers need to observe the transnational Vietnamese-Taiwanese students’ communicative strategies in order to properly facilitate his/her teaching process. (2) CSL teachers need to give transnational Vietnamese-Taiwanese students immediate feedback and differentiated learning tasks; (3) CSL teachers need to conduct a multi-dimensional assessment to better accommodate the transnational Vietnamese-Taiwanese students’ learning contexts.