新住民子女語言習得和文化認同的關聯

Abstract

本研究旨在探究國民小學階段新住民子女之語言習得與文化認同的關聯，研究樣本為新北地區國民小學四、五、六年級之新住民子女，研究工具為參考Phinney(1992)之多族群認同量表(The Multigroup Ethnic Identity Measure)自行編製之調查問卷。調查所得資料之分析方法，包括描述性統計、卡方檢定、獨立樣本t檢定、單因子變異數分析、多元階層迴歸和邏吉斯迴歸等。經彙整統計分析的結果，本研究得到如下發現： 一、新住民子女對於父母親各項文化認同，會因個人背景變項不同而有顯著差異。 二、新住民子女對於母親的文化認同，會受到性別、年級和日常語言習得等變項的影響。 三、新住民子女目前是否選讀新住民語言課程，會受到性別、日常語言習得和母親文化認同等變項的影響。 四、新住民子女未來是否選讀新住民語言課程，可能與母親文化認同，具有相互關聯。

依據上述之研究結果，本研究提出三項研究建議，以供後續研究參考。

This study aims to explore the relationship between language acquisition and cultural identity of new immigrant children at the primary school level. It sampled grade 4-6 new immigrant children around New Taipei City area and administrated a survey with a questionnaire adapted from The Multigroup Ethnic Identity Measure (Phinney, 1992). Methods for data analysis included descriptive statistics, chi-square test, independent sample t-test, one-way ANOVA, multiple hierarchical regression and logistic regression.After careful analysis, the findings of this study are as follows.

1.Personal background variables account for significant differences in new immigrant children's cultural identity toward their parents' ethnic groups. 2.The new immigrant children's cultural identity toward their mothers' ethnic groups is affected by such variables as gender, grade and daily language acquisition. 3.Whether or not the new immigrant children take new immigrant language courses at present is influenced by such variables as gender, grade, daily language acquisition and their cultural identity toward their mothers' ethnic groups. 4.Whether or not the new immigrant children are going to take new immigrant language courses in the future is correlated with the overall level of their cultural identity toward their mothers' ethnic groups.

Based on the above research results, this study proposes three recommendations for future research.