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中文論文名稱 自我認同與語言學習:以印尼臺灣學校為例
英文論文名稱 Self Identity and Language Learning: A Case Study of a Taiwanese School in Indonesia
校院名稱 淡江大學
系所名稱(中) 英文學系碩士班
系所名稱(英) Department of English
學年度 108
學期 1
出版年 109
研究生中文姓名 林欣頴
研究生英文姓名 Shin-Ying Lin
學號 602110487
學位類別 碩士
語文別 英文
口試日期 2019-12-23
論文頁數 85頁
口試委員 指導教授-王藹玲
委員-林怡弟
委員-張玉英
中文關鍵字 身份認同  種族身份  社會身份  印尼華人  印尼台灣學校 
英文關鍵字 Self identity  Ethnic identity  Social identity  Chinese Indonesian  Indonesian Taipei School 
學科別分類 學科別人文學語言文學
中文摘要 印尼,一個多元文化種族的國家,也是東南亞海外華人最多的國家,曾禁華文長達32年。
因此,本研究旨在探討就讀印尼台灣學校的印尼華人對自我民族身份的認同以及此身份認同與多語言學習的關聯以及對於學習多種語言及就讀印尼台灣學校的看法。
本論文針對就讀印尼台灣學校的學生、教職員及家長共八位受訪者進行研究調查,採取觀察法、田野調查、問卷及訪談方式。資料蒐集分為兩個階段。第一階段,研究者利用學期中時間觀察學生對於身份認同及語言學習的想法,並隨時記錄及發予開放式問卷予以填答。第二階段為訪談,研究者針對問卷內設計的問題,進行更深入的訪談。研究結果顯示印尼華人對本身華人移民身份高度認同,認同自我的民族文化背景,而會盡力保存華人文化。因此,印尼華人對於學習中文有高度意願及動機。另外,在華人的特殊歷史文化背景之下,學習多種語言(中文、英文及印尼文)及就讀印尼台灣學校的工具性動機很高。對於就讀台灣學校之觀點,受訪者皆認同台灣學校的課程安排及規畫,唯期待社會科目的課程內容能更因地置宜。根據本研究結果,建議未來將至印尼台灣學校任教的老師,在社會科,能多著墨印尼相關的課程內容(歷史/地理)或進行台印之間 (例如:公民)的比較。隨著新課綱的實施,研究者建議由學校向印尼籍家長介紹新課綱,讓印尼籍華人學生能更認同及融入印尼台灣學校課程。
英文摘要 Indonesia, a country with multiple cultures and ethnics, and also with the largest population of overseas Chinese, used to ban Chinese learning for thirty-two years due to the assimilation policy. Therefore, the present study aims at discovering Chinese Indonesians’ self identities and whether the identities will generate their motivation toward multiple language learning. In addition, the current study also explores Chinese Indonesians’ perceptions toward multiple language learning and studying in a Taiwanese school in Indonesia. To implement the study, eight participants were investigated: the students, faculty members and parents of a Taiwanese school in Indonesia. The researcher analyzed the data collected from field notes, observations, open-ended questionnaires and in-depth individual interviews.
The findings indicated that Chinese-Indonesian participants regarded themselves as Chinese descendants and thus they would retain their Chinese heritage, e.g. Chinese language and culture. This resulted in Chinese Indonesians’ high motivation of Chinese learning. Furthermore, under the unique historical and cultural background of Indonesia, Chinese Indonesians have high instrumental motivation to multiple-language learning and studying in a Taiwanese school in Indonesia. Despite the fact that all of the participants agreed with the curriculum of a Taiwanese school, they were expecting some particular subjects with more contents related to Indonesia.
Thus, the researcher suggests teachers from Taiwan teaching in Taiwanese schools in Indonesia could incorporate some elements related to Indonesia in their teaching materials or have a comparison between Taiwan and Indonesia, especially in particular subjects like history, geography and citizenship. Along with the implementation of the directions of the twelve-year Basic Education Curricula, the researcher suggests that Taiwanese schools in Indonesia could introduce the directions of the twelve-year Basic Education Curricula to Chinese-Indonesian students and parents, for it can reach better understanding for those who are studying now and will be studying in Taiwanese schools in the future.
論文目次 TABLE OF CONTENTS

ACKNOWLEDGEMENTS I
CHINESE ABSTRACT II
ABSTRACT IV
TABLE OF CONTENTS VI
LIST OF TABLES IX
CHAPTER ONE:INTRODUCTION 1
1.1 Background of the Study 1
1.2 Statement of the Problem 4
1.3 Purpose of the Study 5
1.4 Research Questions 6
1.5 Significance of the Study 7
CHAPTER TWO: LITERATURE REVIEW 8
2.1 The Definition of Self Identity 8
2.2 An Overview of Identity of Overseas Chinese 13
2.3 A Historical Overview of Overseas Chinese in Indonesia 14
2.4 The Relationship between Identity and Language Choices and Learning 19
2.5 An Overview of Ethnic Chinese Education in Indonesia 20
2.6 An Overview of Overseas Taiwanese School 21
2.7 An Overview of Surabaya Taipei International School 22
2.8 The Identity Issues in Different Nations 24
CHAPTER THREE: METHODOLOGY 26
3.1 Participants 26
3.1.1 Student Profiles 27
3.1.2 School Faculty Profiles 29
3.1.3 Parents Profiles 30
3.2 Instruments 31
3.3 Procedures 32
3.4 Data Collection and Analysis 33
CHAPTER FOUR: RESULTS 34
4.1 Introduction 34
4.2 Results of Research Question 1 34
4.2.1 Environmental Factor 35
4.2.2 Family Background 37
4.2.3 Socioeconomic Status and Historical Factors 39
4.3 Results of Research Question 2 41
4.3.1 Parents’Expectations 41
4.3.2 Traditions and Cultural Heritages Preservation 43
4.3.3 Be More Competitive and Have More Opportunities 44
4.4 Results of Research Question 3 45
4.5 Results of Research Question 4 51
CHAPTER FIVE: DISCUSSION 54
5.1 Overview 54
5.2 Discussion of Research Question 1 55
5.3 Discussion of Research Question 2 57
5.4 Discussion of Research Question 3 59
5.5 Discussion of Research Question 4 62
CHAPTER SIX: CONCLUSION 66
6.1 Summary of the Findings 66
6.2 Pedagogical Implication 67
6.3 Limitation and Suggestions for Future Studies 69
REFERENCES 70
APPENDICES 78
Appendix A Open-ended Questionnaire (students) 78
Appendix B Interview Questions(students) 80
Appendix C Open-ended Questionnaire (parents) 81
Appendix D Open-ended Questionnaire (school faculty) 83
Appendix E Interview Questions (school faculty) 85

LIST OF TABLES
Table 3.1 Students’ background information 27
Table 3.2 School Faculty’s background information 29
Table 3.3 Participants’ background information 30
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