當代華語教學中的歷史敘事和文化論述：以《華文世界》和教師訪談為例

Abstract

本論文以思索當代台灣華語教師在課室中再現台灣時的困境出發，企圖透過重新檢視、反思華語教學領域中固有的「語言、文化、國族」概念，以及其歷史敘事和自我形象，提供理解當代困境的一個新方向。文章將《華文世界》期刊，和對台灣華語教師的訪談敘述作為研究對象，嘗試對華語教學領域關於解嚴前後語言政策的歷史敘事進行再提問。此外，本文亦透過歷時和共時性的材料分析，檢視當代台灣華語教學中，「臺灣特色」和「中華文化」之文化論述間的關係。 首先，本文以歷史唯物主義的角度，對台灣華語教學發展過程進行爬梳。細密檢視「兩岸對立」的思考框架，以及「正體字作為台灣特色」的思維，是如何在特殊歷史物質條件的偶然聚合下，逐漸被形塑而成，並以此反思語言和國族概念結盟時的非本質性與動態性。 其次，本研究分析了《華文世界》期刊自解嚴以來關於「語言、文化、國族」之論述內涵，發現此三者彼此緊密連結的邏輯，貫穿了臺灣華語教學歷史，並與近三十年來的華語熱潮，和台灣華語教學的品牌化、國別化經營高度相關。由此觀之，當代華語教學的「臺灣品牌」，實與「中華文化」的論述邏輯具有承繼性和關聯性。隨後，研究者透過對訪談內容的細緻分析，闡明當代華語教師所抱持的，和「語言、文化、國族」相關之思考框架，以及其與台灣華語教學領域中，主流思想觀念之間的連繫。 綜前所述，藉由問題化華語教學領域內固有的思考框架，本研究嘗試對學科既定的歷史敘事進行提問，以提供當代華語教師文化教學困境的全新檢視角度和思考可能性。

This thesis begins by contemplating the predicaments faced by contemporary Taiwanese Mandarin teachers in the classroom when representing “Taiwan,” aiming to offer a new perspective on understanding these challenges by re-examining and reflecting on the entrenched concept of “language, culture, and nation” within the field of Teaching Chinese as a Second Language (TCSL), along with its historical narratives and self-image. The study focuses on the journal The World of Chinese Language and on qualitative interviews with Taiwanese Mandarin teachers, attempting to interrogate the historical discourses about language policies before and after Taiwan’s lifting of martial law within the field of TCSL. Moreover, through both diachronic and synchronic material analyses, this paper examines the relationship between discourses of “Taiwanese characteristics” and “Chinese culture” in contemporary TCSL. First, from a historical materialist perspective, this thesis traces the developmental trajectory of Mandarin teaching in Taiwan. It closely examines how the conceptual frameworks of “cross–Strait antagonism” and the notion of “traditional Chinese characters as a distinctive feature of Taiwan” were shaped through the contingent convergence of specific material-historical conditions. This analysis reflects on the non-essentialist and dynamic alliance between the concepts of language and nation. Second, the thesis analyzes the discursive content of “language, culture, and nation” in The World of Chinese Language since the lifting of martial law. It finds that the logic tightly linking these three elements has permeated the history of TCSL and is strongly correlated with the Mandarin fever, as well as the branding and country-specific of the field. From this perspective, the contemporary “Taiwan brand” in TCSL indeed inherits and connects with the discourse logic of “Chinese culture.” Subsequently, through detailed analysis of interview data, the researcher clarifies the thought frameworks related to “language, culture, and nation” held by current Mandarin teachers, and illustrates their connections to mainstream ideological concepts in the TCSL teaching domain. In summary, by problematizing the ingrained analytic frameworks in the field of TCSL, this study attempts to question the established historical discourses of the discipline, thereby providing a novel lens and conceptual possibilities for examining the cultural-teaching dilemmas encountered by contemporary Taiwanese Mandarin educators.