冷戰的華語教學系譜：IUP-ICLP的個案爬梳

Abstract

臺大國際華語研習所（ICLP）以短時有效、學生素質高、神秘歷史名聞遐邇，前身為冷戰時期的美國各大學中國語文聯合研習所（IUP），爾後IUP董事會撤出臺大，在北京清大另起爐灶。ICLP與「IUP清大」都宣稱是IUP正統傳承，但它們並未解釋過往教學法在今日仍然適用的原因，前人文獻亦缺乏討論冷戰區域研究對ICLP產生的實際效應。本研究以歷史唯物主義為軸心，採文本分析與建制史觀的批判論述分析，針對ICLP與其前身的知識生產體系進行歷史化探討。 本研究首先分析ICLP的招牌教學法：領說。本研究發現領說就是聽說教學法，其支持理論依賴共時性觀點的差異比較法，轉化成語音中心主義與東方主義，這一整套以科學、寫實為名的文化範式，建構了去脈絡化的分類法。本研究將ICLP的發展系譜命名為「IUP-ICLP」，彰顯冷戰文化效應在當代的影響力。 本研究接著分析ICLP在2000年左右引入的鄧守信詞類系統與教學語法理論，仍然繼承差異比較法，建立「母語＝語法＝國家」的分類依準，更凸顯語法作為國際舞台上展現自我的國家主權特質，呼應臺灣華教界與ICLP在後冷戰時代必須面臨「臺灣」、「中國」路線選擇，始終離不開差異比較的寫實欲望。 本研究最後分析「IUP臺大」校友葛希芝的人類學研究，她的華語學習挫折與當權者的壓迫形塑她的論述，促使她為臺灣工人階級發聲，但葛希芝運用差異比較法，以本質化想像綁定語言、族群、階級，導致她筆下的工人階級無法言說；她的左派立場也僅僅是為了與當權者對抗，仍服膺區域研究的傳統中國典範。 本研究認為，冷戰文化效應並未真正終結，仍深植於「IUP-ICLP」的教學理論與實踐；其作為冷戰地緣政治歷史下的學術建制個案，顯示冷戰學術系譜在臺灣的另一番景緻。

The International Chinese Language Program (ICLP) at National Taiwan University has long enjoyed an international reputation for its intensive instruction, highly selective student body, and enigmatic institutional history. Its predecessor was the Inter-University Program for Chinese Language Studies (IUP), established during the Cold War through a consortium of American universities. After the IUP Board withdrew from National Taiwan University, the program was reestablished at Tsinghua University in Beijing. Although both ICLP and the Tsinghua-based IUP claim to be the legitimate successor to the original IUP, neither has explained why pedagogical methods developed under Cold War conditions would continue to retain their validity today. Existing scholarship has likewise paid little attention to the concrete effects of area studies during Cold War on the formation of ICLP. Taking historical materialism as its theoretical point of departure, this thesis employs textual analysis and critical discourse analysis informed by institutional historiography to historicize the system of knowledge production constituted by ICLP and its institutional predecessor. This study begins with an examination of Ling-Shuo ("guided oral drill"), ICLP's signature pedagogical practice. It argues that Ling-Shuo is fundamentally an implementation of the Audio-Lingual Method, whose theoretical foundations rest upon a comparative method organized around the synchronic conception, which gives rise to Phonocentrism and Orientalism. Taken together, this cultural paradigm, operating under the banner of science and realism, produces a decontextualized classificatory regime.To foreground the enduring cultural effects of the Cold War, this study conceptualizes the institutional genealogy as “「IUP-ICLP」,” highlighting the historical continuities through which Cold War epistemologies continue to shape the present. This thesis then turns to the introduction of Shou-Hsin Teng's system of parts of speech and his pedagogical grammar around the year 2000. It argues that these theoretical innovations continue to inherit the comparative method, reproducing a classificatory principle that equates native language, grammar, and the nation. Grammar consequently functions as a performative marker of national sovereignty, enabling the nation to stage itself on the international scene. This logic parallels the persistent tension within Taiwan's field of Teaching Chinese as a Second Language (TCSL), including ICLP, where the post-Cold War choice between "Taiwan" and "China" remains bound to the comparative desire for realism. Finally, this thesis examines the anthropological writings of the IUP alumna Hill Gates. It argues that Gates's experience of frustration while learning Chinese, together with her encounters with political domination, shaped the formation of her ethnographic discourse and motivated her commitment to speaking on behalf of Taiwan's working class. Yet her reliance on the comparative method essentializes the relationships among language, ethnicity, and class, ultimately rendering the working-class incapable of speaking in its own voice. Her leftist position functions primarily as an oppositional stance toward political authority while remaining embedded within the conventional China Studies paradigm inherited from the tradition of area studies. This study argues that the cultural effects of the Cold War have not truly come to an end but remain deeply embedded in the pedagogical theories and practices of “IUP-ICLP.” As a case of academic institution-building within the geopolitical history of the Cold War, “IUP-ICLP” reveals another dimension of the Cold War’s academic genealogy in Taiwan.