近年來，在越南選擇學習繁體字的華語學習者越來越多，但在越南當地，多數華語教材或參考書仍以簡體字為主，因此，筆者於2020年開始編輯「華測初級考試寶典- TOCFL LEVEL 1」。這本教材已經在越南「地平線國際語言學習中心」試教兩年多，邊試教、邊做調查、同時蒐集學員意見並修正編輯設計第二版教材。透過此次論文的深入研究，筆者希望能有助於第二板教材在出版之前提高其完善度並提升學員習得華語文的效率。
本教材之研究是針對越南當地學生習得第二語言之困難點以及要來臺灣參加「產學合作專班」的學生如何在短時間內從零程度開始學習，之後可以考取華測入門級之證照。本研究的目的是針對兩年多試教筆者所編輯「華測初級考試寶典- TOCFL LEVEL 1」第一版教材的調查意見回饋，找出問題及分析出越南籍學生在習得華語文的困難點，同時也提出建議及改善之方法。
此外，本研究也針對「地平線國際語言學習中心」學員使用「華測初級考試寶典-TOCFL LEVEL 1」教材和在不同華語文中心使用的其他教材做問卷調查。同時，也向台灣企業使用產學合作專班的實習生對於他們的華語文執行半結構式訪談之研究，目的希望尋找出越南籍的學生習得第二語言華語文的過程，他們所遇到的困難及焦慮。研究問卷調查內容針對不同的對象、年齡、使用不同教材等來取得學員之意見。最後，根據學員所回饋之意見，筆者依據來編輯第二版「華測初級考試寶典-TOCFL LEVEL 1」教材，希望此本教材更符合學習者需求，且適合越南籍學生習得華語文，並且能夠在短期間內考取華測入門級專用的教材。
關鍵字：新南向政策、臺灣華語文能力測驗、越南華語學習、教材設計。

In recent years, more and more Vietnamese students choose to learn traditional Chinese characters in Vietnam. However, the most of Chinese textbooks or reference books are still mainly in simplified Chinese characters in Vietnam. Therefore, the author began to edit the "Chinese Test Elementary Exam Collection Book-TOCFL LEVEL 1" in 2020. This textbook has been trial-teaching at the "Horizon International Language Learning Center" in Vietnam for more than two years. During trial-teaching period, the author created surveys, collecting students' opinions and revising, editing and designing the second edition of the textbook. Through the in-depth research of this paper, the author hopes to help the second board textbooks improve their performance before publication and improve the efficiency of students' acquisition of Chinese.
The research of this textbook is aimed at the difficulties of local Vietnamese students in acquiring a second language and how students who want to come to Taiwan to participate in the "Industry-University Cooperation Class" can start learning from zero in a short period of time, and then can obtain the entry-level certificate of China Test. The purpose of this research is to find out the problems and analyze the difficulties of Vietnamese students in acquiring Chinese language based on the feedback from the survey of the first edition of the textbook "Chinese Test Elementary Test Collection - TOCFL LEVEL 1" edited by the author for more than two years and also give some suggestions and solutions to improve.
In addition, this research also conducted a questionnaire survey on the students of the "Horizon International Language Learning Center" who used the "Chinese Test Elementary Test Book-TOCFL LEVEL 1" textbook and other textbooks used in different Chinese language centers. At the same time, it also conducts a semi-structured interview study with the interns of Taiwanese companies using the industry-university cooperation class on their Chinese language, in order to find out the process of Vietnamese students' acquisition of Chinese as a second language, and the experiences they have encountered about difficulty and anxiety. The content of the research questionnaire is aimed at different objects, ages, and the use of different teaching materials to obtain the opinions of students. Finally, according to the feedback from the students, the author edited the second edition of the textbook "Chinese Test Elementary Test Collection - TOCFL LEVEL 1". I hope this textbook is more useful and is suitable for Vietnamese students to acquire Chinese, and be able to take the entry-level special teaching materials of China Test in a short period of time.
Key words: New Southward Policy, TOCFL, Learning Chinese in Vietnam, Language Textbook Design.

教育部(2022)。110 年外籍學生就讀臺灣公私立大學人數統計。政府資料開放平臺。取自 https://data.gov.tw/dataset/6289
白博文(2017)。來臺就讀大專校院境外學生人數穩定成長。教育部全球資訊網。
取自https://www.edu.tw/News_Content.aspx?n=9E7AC85F1954DDA8&s=E8D4413D562AB607
李文潔(2019)。教育部首開華語師資班。臺灣英文新聞。
取自 https://www.taiwannews.com.tw/ch/news/3745553
李孝慈(2016)。八年計劃，打造臺灣華語文教育全新展望。華文世界，117，88-89。
林孟汝(2018)。蛻變的越南。中央通訊社。
取自 https://www.cna.com.tw/news/firstnews/201808125002.aspx
陳碩文(2010)。短期班主題式教材編寫與教學設計研究。臺灣華語教學研究，9，34-44。
黃璉華、羅漢強(1996)。外籍生適應問題及相關因素之探討。中華公共衛生雜誌，15(5)，457 - 468。
經貿談判辦公室(2020年)。新南向政策。行政院。
取自 https://www.ey.gov.tw/achievement/4FA9200AE4958785
劉珣(1998)。對外漢語教學概論。北京：北京語言文化大學出版社。
蔡雅薰(2009)。華語文教材分級研制原理之建構。臺北：正中書局。
蔡雅薰(2016)。布局東協、寰觀全球的華語文師資培育觀。華文世界，117，59-63。
駐越南台北經濟文化辦事處(2022)。越南2021年全年外資統計。駐越南台北經濟文化辦事處。取自 https://www.roc-taiwan.org/vn/post/16441.html
盧延根(2022)。新南向招生華語文推展策略之研析。立法院。
取自 https://www.ly.gov.tw/Pages/Detail.aspx?nodeid=6590&pid=174298#
簡瑛瑛、蔡雅薰(2014)。華裔學生與華語教學：從理論、應用到文化實踐。臺北：書林出版有限公司。
涂雅玲(2008)。科技大學大一新生生活適應問題之研究─以國立臺北科技大學為例。臺北：國立臺北科技大學。
陳李綢(2008)。臺灣師範大學學生生活適應之調查研究。測驗年刊，1，159-180。
朱浤源(2005)。撰寫博碩士論文實戰手冊。台北：正中書局。
吳定(2003)。公共政策（全）。台北縣：國立空中大學。
Lustman, P. J., Sowa, C. J., & O'Hara, D. J. (1984). Factors influencing college student health: Development of the Psychological Distress Inventory. Journal of Counseling Psychology, 31(1), 28–35.
Kumar, Ranjit (2005). Research Methodology: A Step-by-Step Guide for Beginners. Los Angeles: SAGE.
Tran Quang Tuyen, Le Van Dao (2021). Chuyen đoi so nen kinh te Viet Nam trong giai đoan toi. Tap Chi Cong San.
取自 https://www.tapchicongsan.org.vn/web/guest/kinh-te/-/2018/824383/chuyen-doi-so-nen-kinh-te-viet-nam-trong-giai-doan-toi.aspx
Chinh Phu Viet Nam (越南政府) (2022). Dan so Viet Nam. Dan So.
取自 https://danso.org/viet-nam/#
PQA Tong hop (綜合) (2020). 7 quốc gia có số lượng du học sinh Việt Nam đông nhất. VOH Radio.
取自 https://voh.com.vn/giao-duc/7-quoc-gia-co-so-luong-du-hoc-sinh-viet-nam-dong-nhat-372141.html