探討EMBA學生台語智性態度與台語授課接受度：一項先導質性研究

Abstract

本研究旨在探討EMBA學生對台語作為授課語言之態度，並以Carol Dweck提出之「心態理論」（Mindset Theory）為理論基礎，結合Mary C. Murphy所發展之「成長文化」概念，分析受訪者的語言學習信念與行動傾向。研究採用質性訪談法，以國立臺灣師範大學15位EMBA學生為樣本，透過結構式訪談深入了解其語言態度、台語能力自我評估、實際學習經驗與對母語授課制度化之接受度。研究結果顯示，多數受訪者對語言學習持正向態度，認同語言能力可透過後天努力提升，尤以高分群（成長型心態）受訪者表現出更高的學習動機與文化參與意願。受訪者普遍支持EMBA課程開設台語選修課，惟實際選修意願受限於課程設計、語言自信與職場需求評估。研究亦發現，語言認同雖具文化與象徵意涵，但轉化為實際行動仍需足夠誘因與支持機制。本研究建議未來EMBA課程設計應結合文化素養與商業應用，發展具實務導向之台語課程模組，並透過環境建構與社群互動，提升學習誘因與語言自信。同時，本研究亦對本土語言教育政策提出建議，強調應因應不同心態傾向採取分層推廣策略，以促進成人學習者對台語課程之接受與參與。此研究填補了本土語言在高等教育應用研究之缺口，並驗證智性心態理論在語言教育情境中的解釋力。This study explores the attitudes of EMBA students toward using Taiwanese (Taiwanese Hokkien) as a medium of instruction, applying Carol Dweck’s “Mindset Theory” and Mary C. Murphy’s concept of “cultures of growth” as the primary theoretical frameworks. Employing a qualitative interview method, the research investigates 15 EMBA students from National Taiwan Normal University to examine their beliefs about language learning, self-assessed Taiwanese language proficiency, real-world learning experiences, and their acceptance of institutionalized mother tongue instruction in higher education.Findings indicate that most participants hold a positive view of language learning, believing that language ability can be improved through effort—especially among those classified with a growth mindset. While the majority expressed support for offering elective courses in Taiwanese within the EMBA curriculum, actual willingness to enroll was influenced by course design, linguistic confidence, and professional relevance. The study further reveals a gap between cultural identity and actionable learning behavior, highlighting the need for practical incentives and supportive environments to foster engagement.The study suggests that EMBA curriculum designers integrate cultural literacy and business applications to develop practice-oriented Taiwanese modules. Creating an encouraging learning environment and peer interaction mechanisms can enhance motivation and language confidence. At the policy level, differentiated strategies based on mindset typologies are recommended to increase adult learners’ acceptance and participation. This study contributes to bridging the research gap on the application of local languages in higher education and affirms the explanatory power of mindset theory in the field of language education.