| Summary: | 碩士 === 國立高雄師範大學 === 華語文教學研究所 === 101 === Previous studies have focused primarily on description of phenomena in Teaching Chinese as a Second/Foreign Language (TCSL/ TCFL). However, this research direction may make it harder to fully present the content of Chinese courses and clarify the position of Chinese language in the teaching context. This study is a case study of Département d'Étude chinoises de l’Université Jean Moulin Lyon 3. From the perspective of language acquisition planning, this study attempted to explore the TCSL model established based on the idea of globalization in this case and induce the possible features of making Chinese as a global language.
The study began in September 2012 and lasted for three months. The participants included 11 language acquisition planners and 6 learners. Data were collected from 11 questionnaires, 28 documents, 13 interviews in an average length of 45.5 minutes, and 13 classroom observations and field notes. Based on language acquisition planning and language orientation theory, the researcher investigated the Chinese language acquisition planning model and features of Chinese as a global language in this case.
The main findings were as follows: First, the view of Chinese as a tool in this case was that learners should learn the background of Chinese language, including social, cultural and historical factors, before they can integrate all their learning to interpret and reflect on global phenomena. Second, the case planned language acquisition based on Chinese education rather than TCSL/ TCFL model and applied an idea of bilingual acquisition to increase learners’ awareness of global issues. Third, the case emphasized the interactive relationship between Chinese and other languages in hope of developing bilingual and bicultural abilities in learners.
Based on the above findings, the researcher proposed three conclusions: First, unlike the conventional concept of viewing language as a communicative tool, the case viewed Chinese as a global language to help learners better understand global affairs through improvement of language knowledge and cognition. Second, “glocalization” should be integrated into language acquisition planning to promote learners’ use of Chinese language as a global language. Third, the case paid greater attention to the dynamic relationship between Chinese and other languages than to the economic role of Chinese. This view can contribute to the discussion on the possible language ecological roles of Chinese in global societies. Therefore, this study suggested that while viewing Chinese language as one of the mediums for understanding phenomena, language acquisition planners can use bilingual and bicultural education to increase the future possibilities of Chinese language acquisition planning.
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