本研究旨在探討泰國曼谷私立學校實施華語教學的現況，以泰國廣肇學校的一個雙語班為研究對象，呈現雙語班的日常生活與泰、華語教學面貌，了解雙語班在其社會文化脈絡的定位，由教師及學習者角度說明雙語班潛藏的問題。研究者採取行動研究取向，進行觀察與文件搜集、訪談、調查，以了解雙語班的現況，並對現行雙語之課程規範及教學提出建議。本研究的主要假設問題如下:
1. 了解溝通型導向與任務型導向教學法何者較適合泰國雙語教學?
2. 了解泰國華語教學的有效策略為何?
3. 了解泰國華語教學的困難點與解決方法?
其它問題包含了, 泰、華語教學目標不明確、外籍教師理念落差過大、教材內容有待改進、教法引發不良後果、未做到學習輔導、日常溝通不足、外籍與泰籍教師的合作不良。 學習者角度；學習者多半有學習興趣、或多或少有學習成效、對不同教學風格的反應有好有壞、學習者遭遇理解與表達上的困難、部分學習者產生略為偏差的想法。
根據研究發現，針對學習者，雙語(泰、華語)教學應否實施或訂定明確的雙語教學目標或原則。研究者提出決策上的思維以及教學上的建議，包括教材、教法、外籍與泰籍教師的合作要領、重視與學習者的日常溝通與學習成效。

This research is a critical review of the present situation with regard to the implement mandarin Chinese teaching in Bangkok’s private schools, The KwongSiew School of Thailand. Critical observations of the school day of the student of one Thai-speaking class are made, following, and in the light of, the introduction of Mandarin Chinese teaching. The observations are underpinned by the writer’s understanding of the culture of the students and the teachers. Their opinions are voiced by their responses to an interview.

The researcher adopts an “Action” methodology, involving observation, data collection, and interviewing. Resulting proposal are aimed at improving the present second language curriculum and management and quality of teaching.

Three main questions are address by the research. First: what teaching method is most suitable for second language learning, the ‘task based’ method or the ‘communication base’ method? Secondly: what is the most effective teaching strategy in Thailand for teaching Mandarin? Thirdly: how might the present teaching difficulties be overcome?

Associated problems are revealed such as different teachers having different teaching goals resulting from a lack of communication between the Thai and foreign teachers and a consequent lake of cooperation. There are also some problems which arise from the content of teaching material which is awaiting improvement. The initiating of teachers into the strategies and techniques of second language teaching has been inadequate which has contributed to students showing little interest in and a poor attitude towards learning Mandarin.

The writer concludes that students’ learning of Mandarin would improve if the principles and goals of Mandarin teaching in Thai schools were made explicit, if mechanisms for Thai and foreign teachers to collaborate were introduced, if the method of second language teaching was agreed, and if the Mandarin teaching material were improved.

中文書籍
林佩蓉、蔡慧姿(譯) 。 (2003) C.C. Pappas等著；統整式語文教學的理論與實務-行動研究取向。臺北：心理出版社
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信世昌(2001)。華語文閱讀策略之教程發展與研究, 譯自於Richards & Rodgers (1986). Approaches and Methods in Language Teaching.
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孫杰遠(2002)。信息技術與課程整合。北京：北京大學出版社。
秦麗花（2000）。從主題探索邁向專題研究--談如何指導兒童專題研究。高
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期刊、論文：
吳清山、林天祐（1999）。〈行動研究對教師專業角色的啟示〉。《教育資料與研究》，卷期28，頁88。
李秋芳（2002）。〈國小高年級社會科合作學習之行動研究〉。《國立屏東師範學院國民教育研究所碩士論文》。
李鴻儀(1998)。〈影響成人外語學習的因素及其在教學上的運用〉。《華文世界》。卷期88，頁50-61。
周立勳（1994）。〈國小班級分組合作學習之研究〉。《國立政治大學教育研究所博士論文》。
林生傳（2000）。〈新世紀教師行動研究的定位與實踐機略〉。《國立高雄師範大學教育學系教育學刊》，頁1~31。
林達森（1999）。〈析論統整性課程及其對九年一貫課程的啟示〉。《教育研究資訊》，卷期7（4），頁97~116。
康軒文教事業股份有限公司 (2003) 《國小第七冊自然與生活科技課本》。臺北縣：康軒文教事業股份有限公司。
康軒文教事業股份有限公司 (2003) 《國小第七冊社會課本》。臺北縣：康軒文教事業股份有限公司。
康軒文教事業股份有限公司 (2003) 《國小第七冊綜合活動課本》。臺北縣：康軒文教事業股份有限公司。
康軒文教事業股份有限公司 (2003) 《國小第七冊藝術與人文課本》。臺北縣：康軒文教事業股份有限公司。
張絮茵(未出版)〈漢英語言混用研究—以香港國際學校為例〉。臺北：國立臺灣師範大學華語文教學研究所碩士論文。
梁昆明（2000）。〈建立教師發展能力指標〉。《教育資料與研究》，卷期34，頁37~39。
陳俊光(2005)。2005泰國朱大「對比分析與漢語使用之偏誤分析」，曼谷。
陳聖謨（1999）。〈教師即研究者－談教師的行動研究〉，《國教之友》，卷期51（3），頁30~36。
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西文書籍 :
Coughlin, Richard J. (1960) Double Identity: The Chinese in Modern Thailand. Hong Kong: Hong Kong University Press.
Doughty, Catherine & Varela, Elizabeth. (1998) Communicative focus on form. In Doughty, C. & Williams, J. (eds.). Focus on Form in Classroom Second Language Acquisition. Cambridge University Press.
Doughty, Catherine, & Williams, Jessica (eds.). (1998) Focus on Form in Classroom Second Language Acquisition. Cambridge University Press.
Doughty, Catherine. (1991) Second language instruction does make a difference: Evidence from an empirical study of ESL relativization. Studies in Second Language Acquisition, 13(4), Pp. 431-469.
Ellis, Rod. (1984) Formulaic Speech in Early Classroom Second Language Development. In J. Handscombe, R. Orem and B. Taylor (eds.) On TESOL’83: The Question of Control, Washington, D.C.: TESOL
Ellis, Rod. (1994a) The Study of Second Language Acquisition. Oxford University Press.
Ellis, Rod. (1994b) A theory of instructed second language acquisition. In N. Ellis, (ed.). Implicit and Explicit Language Learning. London: Academic.
Ericsson K. & Simon H.A. (1993) Protocol Analysis: Verbal Reports as Data, Revised Edition. Cambridge:MIT Press.
Gass, Susan. (1997) Input, Interaction, and the Second Language Learner. Lawrence Erlbaum Associates, Publishers. New Jersey: Mahwah.
Hymes, D. (1972). On Communicative Competence. In J.B. Pride & J. Holmes (Eds.). Sociolinguistics. Harmondsworth, England: Penguin Books.
Hymes, D.H. (1972) On communicative competence. In Pride, J. B. &Holmes, J. (Eds.) Sociolinguistics Harmondsworth: Penguin Books, pp. 269—293
Littlewood, W. (1981) Communicative Language Teaching: An Introduction. New York: Cambridge University Press.
Richards, J.C. & Rodgers, T.S. (2001) Approaches and Methods in Language Teaching (2nd edition). New York: Cambridge University Press.
Richards, J.C. (1998) Beyond Training. New York: Cambridge University Press.
Richards, Jack C. and Theodore S. Rodgers. (1986). Approaches and methods in language teaching: A description and analysis. Cambridge: Cambridge University Press.
Skinner, G. William. (1957) Chinese Society in Thailand: An Analytical History. Ithaca: Cornell University Press.
Thomas D.R. (2000) Qualitative Data Analysis: Using A General Inductive Approach. Health Research Methods Advisory Service, Department of Community Health University of Auckland, New Zealand.
Wilkins, D.A. (1974) Second Language Learning and Teaching. London: Edward Arnold.

西文期刊、論文：
Chokkajitsumpun, Pranee. (1998) Chinese Literacy Maintenance and Shift in Banhakok: Individual and Family Cases. Ph.D. dissertation, University of Hawaii.
Karnnawakul, Pratana. (2004) “Summary of research report: foreign language teaching in the southern part of Thailand.” MANUSYA: Journal of Humanities, Special Issue No.7.
Kimsuvan, Anek. (2004) “Summary of research report: foreign language teaching in the northern part of Thailand.” MANUSYA: Journal of Humanities, Special Issue No.7.
Ministry of Education, Krom Wisamansuksa. (1970) “Rongrian-raat phueson phaasaa chin” (Private school for teaching Chinese). Ekkasaankaansueksa, Wisamansueksa 7, Bangkok.
Ministry of Education. (1999) Statistics of Private Schools 1998. Bureau of Private Education. Bangkok.
Ministry of University Affairs. (2000) Compendium of Fields of Study in Private Higher Education Institutions. Bureau of Private Higher Education. Bangkok.
Sachakul, Kanniga. (1984) Education as a Means for National Integration. Historical and Comparative Study of Chinese and Muslim Assimilation in Thailand. Ph.D. dissertation, University of Michigan.
Watson-Gegeo, Karen. (2001) Mind, Language, and Epistemology: Toward a Language Socialization Paradigm for SLA. Plenary talk presented at the 4th Pacific Second Language Research Forum Conference.

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