從外語教育在地化的觀點探討國別型泰國華語教材的文化呈現方式與配置

Incorporating and Presenting Culture in Chinese Textbooks for Thai Learners: Perspectives on Localization in Foreign Language Education

在後全球化與全球在地化的批判性思潮下，各界對於全球化過程所衍生的課題進行反思，外語教學領域也在此思潮中審視教材的在地化議題。在華語作為外語教育的文獻中，有關教材結合文化的議題已有豐富的研究成果和討論。然而，少有研究從在地化的觀點探討文化內容在國別型教材裡呈現的方式和分布。本研究旨在了解兩岸政府指導出版的國別型泰國華語教材在呈現文化的方式和配置上，是否符應外語教材結合在地文化的倡議。作者取徑內容分析研究法，以《泰國版新編華語課本》、《體驗漢語基礎教程─泰語版》為研究對象，分析並比較2套教材以何種方式結合華、泰文化，以及呈現文化的方式在教材的配置是否平衡。根據分析結果，作者從外語教育在地化的內涵、外語教材結合在地文化的理據，對臺灣僑委會指導出版的國別型泰國華語教材提出優化的建議。

In the post-globalization era, critical reflection on the effect of globalization and the rise of glocalization have attracted research attention in various academic fields, including foreign language education. A debated topic is the incorporation of local culture into foreign language textbooks. Despite its importance, this topic has been minimally explored in the field of teaching Chinese as a foreign language (CFL). This study investigated the incorporation of local culture in two series of textbooks designed for Chinese learners in Thailand. Using content analysis as the research method, the author assessed the representation of Thai and Chinese cultures and their proportions in the textbooks. The unit of analysis is the lesson, and the five methods employed in analysis are (1) presenting Chinese culture (Cul-Ch), (2) presenting Thai culture (Cul-Th), (3) presenting both Chinese and Thai cultures (Ch&Th), (4) providing cultural information (Cul-info), and (5) incorporating no cultural content (Null). The findings revealed that different methods are employed to incorporate culture in the two series, and the distribution of the five methods is not uniform across both series. From the perspective of localizing foreign language education, the author discusses these results and provides suggestions for enhancing CFL textbooks targeted at Thai learners.