---

Sending Mandarin Teachers Abroad

One pillar of Taiwan’s cultural diplomacy has been dispatching qualified Mandarin Chinese teachers overseas. The Ministry of Foreign Affairs (through its International Cooperation and Development Fund, TaiwanICDF) sponsors an Overseas Professional Mandarin Teaching Project that stations teachers in diplomatic allies and partner countries. For example, as of 2024 Taiwan had 18 Mandarin teachers working in 12 countries – including Pacific, Latin American, and African allies like Palau, Paraguay, and Eswatini – to provide language instruction and promote Taiwanese culture. President Tsai Ing-wen has highlighted such efforts, noting that Taiwan has sent Chinese language teachers to Paraguay’s National Congress and universities, and even vowed to increase scholarships for Paraguayan students as part of strengthening bilateral ties.

Another major initiative is the Taiwan Huayu BEST Program (BEST = Bilingual Exchanges of Selected Talent), launched by the Ministry of Education in 2021. This program forges university-to-university partnerships abroad, primarily in the United States, to support Chinese language teaching. Under Huayu BEST, Taiwanese universities send highly trained Mandarin teachers and teaching assistants to partner universities overseas, while providing scholarships for those universities’ students to study Mandarin in Taiwan. The program also offers resources like the TOCFL language proficiency test and helps foreign campuses set up Chinese language centers. By mid-2022, 48 overseas universities (41 in the US, plus others in Australia, New Zealand, and the UK) had signed Huayu BEST agreements with 17 Taiwanese universities.

Establishing Mandarin Learning Centers Overseas

Taiwan has also established and sponsored language and culture centers abroad as platforms for Mandarin learning with Taiwanese characteristics. The Ministry of Culture’s Taiwan Academy program, inaugurated in 2011, set up non-profit cultural institutes in key cities. The first branches opened in New York, Los Angeles, and Houston in October 2011. Taiwan Academies promote Mandarin in its traditional character form, along with Taiwanese arts, literature, and research on Taiwan. By 2013, Taiwan had Taiwan Academy contact points in 64 countries through local partner institutions.

In recent years, Taiwan broadened this approach with the OCAC’s Taiwan Center for Mandarin Learning (TCML) initiative. Announced in 2021 amid declining Confucius Institutes, TCMLs are Mandarin learning centers for adult learners operated in cooperation with overseas Taiwanese community schools. The centers emphasize a learning environment rooted in values of freedom, diversity, and democracy. The curriculum uses traditional Chinese characters and incorporates Taiwanese culture.

Scholarships for International Mandarin Students in Taiwan

To invite foreigners to experience Taiwan firsthand, the government provides generous funding for students to study Mandarin and degree programs in Taiwan. A key program is the Huayu Enrichment Scholarship (HES), administered by MOFA in cooperation with the Ministry of Education. Established in 2004 and expanded over time, the HES offers stipends for foreign Mandarin learners (including beginners) to enroll in intensive language courses at any of Taiwan’s accredited university-affiliated Mandarin centers. Scholarships can range from 3 months to 12 months, with recipients receiving a monthly allowance (around NT$25,000, roughly US$800) to cover living costs.

In tandem, the Taiwan Scholarship funds foreign students pursuing full degrees in Taiwan, from undergraduate to PhD. While not limited to Chinese-language majors, this scholarship often draws students into sinology, Mandarin language teaching, or other China/Taiwan-related fields. By 2024 the scale had grown significantly; for example, Taiwan’s representative in India awarded 92 Huayu Scholarships to Indian students that year (compared to just 5 Indian recipients when the program started in 2004).

Program Growth and Key Milestones (2009–2025)

• 2009 – Education partnerships begin to take shape. Taiwan’s Ministry of Education signs cooperation MOUs with local education authorities abroad to enable teacher exchanges and sister-school programs.
• 2011 – Launch of Taiwan Academy. Taiwan establishes its first official cultural centers overseas in New York, Los Angeles, and Houston.
• 2016 – New Southbound Policy boosts exchanges. Taiwan ramps up scholarships and Mandarin training for students from ASEAN, South Asia, and Oceania.
• 2020 – U.S.–Taiwan Education Initiative. Washington and Taipei launch a cooperation program to expand Mandarin and English learning while upholding academic freedom.
• 2021 – New flagship programs launched. Taiwan’s government rolls out Taiwan Center for Mandarin Learning (TCML) and Taiwan Huayu BEST Program.
• 2022–2023 – Rapid expansion. Taiwan establishes 66 TCML centers and forges 41 university partnerships under Huayu BEST.
• 2024–Present – Taiwan continues to expand its Mandarin teaching network and explores new regions such as Central Europe and Africa.

Impact on Cultural Exchange and Diplomacy

Taiwan’s government-led education and language programs have become a cornerstone of its soft power and public diplomacy. By sharing the Chinese language in a context that celebrates Taiwan’s open society and unique culture, these initiatives help differentiate Taiwan on the world stage.

These programs also serve strategic diplomatic goals. For countries that partake, the exchanges are a form of “citizen diplomacy”, creating grassroots ties beyond official relations. Hosting a Taiwanese language center or receiving scholarships often correlates with warmer attitudes toward Taiwan in those societies. Lastly, Taiwan’s educational programs reinforce its international identity as a champion of Mandarin education in a free, pluralistic context, projecting soft power that aligns with its political values.

---

Sources

[1] Taiwan International Cooperation and Development Fund (ICDF): https://www.icdf.org.tw/
[2] Taiwan Ministry of Foreign Affairs: https://en.mofa.gov.tw/
[3] Office of the President, Republic of China (Taiwan): https://english.president.gov.tw/
[4] Taiwan Ministry of Education: https://english.moe.gov.tw/
[5] Taiwan Huayu BEST Program: https://huayubest.moe.gov.tw/
[6] TOCFL Official Website: https://www.sc-top.org.tw/
[7] Taiwan Today: https://www.taiwantoday.tw/news.php?unit=10&post=220190
[8] Taiwan Ministry of Culture: https://www.moc.gov.tw/
[9] Taiwan Academy Official Website: https://www.taiwanacademy.tw/
[10] Taiwan News: https://www.taiwannews.com.tw/en/news/2490367
[11] Overseas Community Affairs Council (OCAC): https://www.ocac.gov.tw/
[12] Focus Taiwan News: https://www.focus.taiwan.tw/
[13] Huayu Enrichment Scholarship (HES) Portal: https://taiwanscholarship.moe.gov.tw/
[14] Taiwan Embassy Information: https://www.taiwanembassy.org/
[15] Taiwan Scholarship Information: https://taiwanscholarship.moe.gov.tw/
[16] India-Taiwan Trade Relations: https://india.taiwantrade.com/
[17] U.S.–Taiwan Education Initiative: https://www.ait.org.tw/
[18] Taiwan’s New Southbound Policy: https://newsouthboundpolicy.tw/

[19] Dicky’s Karma: https://dickykarma.magicship.xyz/%e5%8f%b0%e7%81%a3%e5%a6%82%e4%bd%95%e9%80%8f%e9%81%8e%e8%8f%af%e8%aa%9e%e6%95%99%e5%ad%b8%e9%80%a3%e7%b5%90%e4%b8%96%e7%95%8c%ef%bc%9f%e6%8e%a2%e7%b4%a2%e6%94%bf%e5%ba%9c%e6%8e%a8%e5%8b%95%e6%96%87/

引言

在外語學習與心理語言學領域，詞彙學習策略一直是關注的焦點。過去研究發現，跨情境學習（Cross-situational Learning, CSL） 能夠有效提升詞彙習得能力。然而，這種學習策略是否能影響 名詞偏好（Noun Bias），尤其是在成人外語學習的情境下，仍然是一個值得探討的問題。

本研究探討 CSL 與 單一情境學習（Single-situation Learning, SSL） 之間的比較，並檢驗其對名詞與動詞習得的影響。我們將梳理相關研究背景，分析不同學習策略對詞彙習得的效果，並討論其在語言教學中的應用。

---

跨情境學習與詞彙習得的關聯

CSL 的基本概念來自於詞彙學習策略的多情境曝光假設，即學習者在不同的情境中接觸同一詞彙，透過上下文的變化建立更強的語意連結。Nitsch (1977) 的研究指出，在以下三種學習情境中，第三種情境能夠促進學習效果：

1. 單一情境學習（SSL）：詞彙僅通過定義學習。
2. 故事串聯學習：詞彙透過單一故事情境學習。
3. 多故事串聯學習（CSL）：詞彙透過多個故事情境學習。

研究結果顯示，學習者在 CSL 條件下的詞彙習得能力最佳，促使該策略廣泛應用於語言學習研究。

---

名詞偏好（Noun Bias）與語言習得

名詞偏好指的是學習者在詞彙習得過程中對名詞的習得速度通常快於動詞。這種現象在第一語言（L1）與雙語學習者的研究中已被廣泛觀察到。然而，對於 成人外語學習（L2） 者來說，這種偏好是否仍然存在，則是一個值得探討的問題。

在過去的實驗中，研究人員發現當學習者接觸一個包含 缺漏詞（beep sound） 的句子時，他們填入名詞的正確率通常高於動詞。此外，研究顯示，名詞的可想像性（imagability）較高，使其在學習時更容易被記憶，而動詞因其與句法結構關聯較強，相對難以習得。

---

研究設計與實驗方法

Ludington (2013) 探討 CSL 與 SSL 對名詞和動詞學習的影響。他的實驗設計如下：

1. 受試者與材料

• 受試者需學習 24 個希伯來語新詞（12 個名詞，12 個動詞）。
• 詞彙以圖片與希伯來語句子呈現。
• 句法結構統一為 名詞 + 動詞。

2. 學習階段（CSL vs. SSL）

• 跨情境學習（CSL）：受試者觀看 不同的圖片，搭配 不同的句子 進行詞彙學習。
• 單一情境學習（SSL）：受試者觀看 相同的圖片，搭配 相同的句子 進行詞彙學習。

3. 測驗階段

• 學習後，受試者需聽到一個包含目標詞的句子，並從 四個圖片選項中選擇對應的圖片。
• 為減少短期記憶影響，學習與測驗之間插入 30 秒的任務 以降低「天花板效應（Ceiling Effect）」。

---

實驗結果與分析

實驗結果顯示：

1. CSL 顯著優於 SSL，支持跨情境學習在詞彙習得中的優勢。
2. 名詞偏好仍然存在，即使在 CSL 條件下，學習者對名詞的習得仍高於動詞。
3. 描述圖片的一致性 可作為預測學習準確度的因素，表明 學習環境的多樣性 與 語境一致性 可能影響學習效果。

這些結果進一步支持 CSL 能夠減少語言學習的不確定性，並提高詞彙記憶的穩固性。

---

語言教學的應用與啟示

根據本研究結果，語言教師可以在教學中應用 CSL，以提升詞彙習得效果。以下是幾點應用建議：

1. 增加詞彙學習的多情境曝光
   • 在教學活動中，為同一詞彙提供不同語境，讓學生在不同的句子結構或主題下遇到相同的詞彙。
2. 利用視覺輔助提高學習效果
   • 透過多張圖片展示同一詞彙的不同使用情境，例如：
     • 「國王皺眉」 vs. 「國王打字」
     • 
     • 「外星人打字」 vs. 「國王打字」
3. 設計多樣化的互動式學習活動
   • 讓學生透過故事串聯法來學習詞彙，例如：
     • 讓學生根據不同圖片創造故事，並用目標詞彙填空。
4. 針對動詞習得提供額外支持
   • 由於動詞習得相對困難，可以透過 動作演示（TPR, Total Physical Response） 或 動畫影片 增強動詞學習效果。

---

結論

本研究探討了跨情境學習與單一情境學習在詞彙習得中的作用，並驗證了名詞偏好現象仍然存在於成人外語學習者中。研究結果顯示，CSL 在提升詞彙學習效果方面具有明顯優勢，並且能夠降低學習的不確定性。

對於語言教學而言，應用 CSL 策略可以有效提升學習者的詞彙習得能力，特別是透過多情境接觸、視覺輔助和互動式活動來增強詞彙記憶。未來的研究可以進一步探討 CSL 在不同語言學習環境中的應用，並檢驗其對語法習得的影響。

---

你在語言教學中是否使用過 CSL？你認為它對學生的詞彙習得有幫助嗎？歡迎留言分享你的看法！