因應全球化時代，經由人口、科技、貿易的互動，現代人的言需求亦趨多樣化，語言學習市場更加豐富。中華文化五千多年的歷史，底蘊深厚，一直是吸引著許多外國人口的注意。近年來更因為亞洲經濟的繁榮、文化設施的保護，以及觀光發展的進步，讓更多不同種族的人群注意並投入華語學習，以利交流與了解，甚至開展新生活。

    本研究主題為學習動機和學習目的。以目前在台的外籍人士為對象，嘗試理解外籍人士學習華語的驅使力及自我目標與期望，並就其學習華語的因素加以整理。除了了解外籍人士為什麼要學習華語外，亦探討語言學習背後的意向。期望能提供台灣華語教學市場些許建議，讓華語朝向世界不可或缺語言的地位邁進。

In response to the era of globalization, by population, technology, trade interaction, the modern demand for increasingly diverse speech, language learning market is more and more abundant.

Five thousand years of Chinese culture, history, heritage, has been attracting the attention of many foreign population. Especially in recent years, because of the Asian economic prosperity, protection of cultural facilities, as well as the progress of tourism development, so that more people pay attention to different races and put into learning Chinese in order to facilitate communication and understanding, even try to build a new life.

In this study, the theme of learning motivation and learning purposes.
Take the current expatriates in Taiwan as example, try to understand foreigners learning Chinese language motivation ,self-driven goals and expectations, even integrate their learning Mandarin factors.

In addition to understanding why the foreigners who want to learn Chinese, but also explore the intent behind language learning. And ,also hope this study could provide Taiwan with Chinese language education market a little proposal to allow Chinese position towards the world's indispensable language forward.

目錄......................................................I
表目錄...................................................II
圖目錄 .................................................III
第一章   緒論.............................................1
  第一節    研究背景......................................1
  第二節    研究動機......................................2
  第三節    研究目的......................................7
  第四節    全球化與中華語言文化..........................7
第二章   文獻探討........................................16
  第一節    需求與動機...................................16
  第二節    全球化下的經濟與文化.........................28
  第三節    社會和語言...................................30
  第四節    台灣華語教學現況.............................35
第三章   研究架構與方法..................................38
  第一節    研究架構.....................................38
  第二節    研究方法.....................................39
  第三節    研究流程.....................................46
第四章   研究分析........................................47
  第一節   主動學習......................................47
  第二節   被迫(半被迫)學習..............................48
  第三節   興趣學習......................................51
  第四節   特殊學程......................................53
  第五節   學習目的產生..................................54
  第六節   未來圖像......................................56
第五章    結論與建議.....................................61
  第一節   研究結論......................................61
  第二節   研究建議......................................62
  第三節   後續研究......................................62
參考書目.................................................64
附錄 一   訪談者基本資料表...............................73
附錄 二   訪談問題大綱初稿 ..............................74附錄 三   訪談問題.......................................75

表目錄

表1-2-1  民95~101年 歷年來台國際學生總人數.....................................................5
表2-1-1  學習動機的四個取向..................................................................................22
表2-2-1  調節面向......................................................................................................25
表2-2-2  以三分類理論為依據所建構之學習動機取向評量表..............................27
表2-3-1  社會目標和語言學習的關連性..................................................................33
表4-3-1  受訪對象名單..............................................................................................42

圖目錄

圖1-2-1  近年來境外學生在臺留學/研習人數........................................................4
圖1-2-2  近30年外籍生來台求學人數...................................................................6
圖1-2-3  民國85 ~ 101學年度 (1996 ~ 2012 )台灣大專外籍學位生及附設華語
生人數.........................................................................................................6
圖1-4-1  華語三大同心圈.........................................................................................8
圖1-4-2  科技帶動多元主義形成之影響因素.......................................................15
圖2-1-1  Maslow 人類需求金字塔........................................................................16
圖2-1-2  人類行為三元交互模式...........................................................................21
圖2-3-1  社會因素和行為結果間之關係...............................................................34
圖2-4-1  全球華語教學市場中台灣華語教育之入學方式...................................36
圖3-1-1  研究架構圖...............................................................................................38
圖3-3-1  研究流程圖...............................................................................................46
圖4-1-1  研究分析示意圖.......................................................................................47
圖4-6-1  華語學習與自我發展之未來圖像............................................................57

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網路部分
交通部觀光局http://recreation.tbroc.gov.tw/asp1/statistics/year/INIT.ASP,檢視日期：2013/05/10。
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