近年來，語言學習中有關語文素養的概念愈來愈受到重視，語文素養的定義、評量及提升策略等研究議題備受各方學者關注；但大部分的研究只集中探討母語語文素養，忽略了二語語文素養之研究發展。

正因過去研究中未見探究華語學習者之二語語文素養，以及相關之形成因素，研究者遂以中文成人語文素養指標架構及範例試題（柯華葳，2010）為基礎，發展出華語應用文寫作素養評量測驗及問卷調查之研究，分析德國波鴻魯爾大學CFL大學生的中文應用文寫作素養。

本研究之測驗及調查以上述大學29位修讀中國語文學系應用文寫作課的非華裔中級或以上華語學習者為研究對象，進行施測並統計，分析測驗數據後得出以下四個發現：

一、學習者之個人背景並非影響華語寫作素養的顯著因素。
二、學習者在華語寫作上的自我認知不足，尤其在華語應用文寫作格式方面的自我認知能力。
三、學習者的中華文化融入程度顯著影響其華語應用文寫作素養。
四、學習者的華語讀寫情形和態度顯著影響其於華語寫作中的語言組織及表達層面之能力。

本研究成果能作為華語教師及研究人員於語文素養及寫作教學上之參考。

In recent years, the concept about literacy in language learning has gradually earned more and more attentions. The definition, assessment and teaching strategy of literacy have been concerned much more than before. However, most of the researches only focus on first language literacy while the studies and development about second language literacy have almost been left in blank.

Noticing the lack of studies about writing literacy in Chinese as a second language in the past, this study aims to look into Chinese practical writing literacy assessment. Based on the Language Framework for National Adult Literacy Assessment in Taiwan and the related sample test topics (Ke, 2010), this study has designed its own writing test and questionnaires to assess German CFL university students’ performance of Chinese practical writing literacy.

This study invited 29 CFL students who studied in the Chinese practical writing class in a university in Germany. They were all non-Chinese and at B1 or above levels. We carried out a practical writing assessment and distributed questionnaires, and we have the following findings after data analysis:

1. CFL Learners’ backgrounds are not notable factors for Chinese writing literacy.
2. CFL Learners lack in self-awareness and self-cognition on Chinese writing, especially in the aspect of the form and format of Chinese practical writing.
3. The extent for CFL Learners to blend into Chinese culture remarkably affects their Chinese practical writing literacy.
4. CFL learners’ Chinese reading habits and attitudes notably affect their ability of language organization and expression in Chinese writing.

The results of this study can be used as reference for further researches about literacy and teaching second language writing.

中文
人民教育出版社中學語文編輯室編著（1981）。中學語文教學現狀和設想。北京：人民教育出版社。
中國教育部（2001）。全日制義務教育語文課程標準（實驗稿）。北京：北京師範大學出版社。
尹志鵬、陳彥坤（2016）。應用文寫作教學中如何提高學生的語文素養。佳木斯職業學院學報，9，260。
王光祖（1990）。全國初中語文教學調查與分析。上海：華東師範大學出版社。
朱曉斌、湯姝雯（2009）。小學生寫作態度與寫作成績關係研究。心裡科學，4，942-945。
行政院（2009）。第八屆全國科學技術會議總結報告。2016年11月5日，檢自：http://www.nsc.gov.tw/pla/tc/8th/formal.asp
青輔會大專畢業生就業力調查小組（2006）。大專畢業生就業力調查報告。臺北：行政院青年輔導委員會。
青輔會大專畢業生就業力調查小組（2009）。 98年大專青年就業力現況調查。臺北：行政院青年輔導委員會。
吳新元（2010）。應用文寫作教學的重要性及教學策略。語文教學通訊，2，42-43。
吳樁榮（2001）。應用文。台北：文京圖書已有限公司。
李彩英（2010）。提高語文素養的途徑。學苑教育，8，26。
李醒（2015）。端正寫作態度是提高公文寫作水準的前提。語文學刊，3，87。
林峻（2008）。我國二語學習者記敘文寫作中產出性詞匯的發展狀況——一項基于語料庫的研究（未出版之碩士論文）。南京師範大學外國語學 院，南京。
姜春林（2012）。應用文寫作教學的重要性。文學教育，5，118。
施仲謀（1995）。中國大陸、台灣、香港、澳門語文能力測試與比較。北京：北京語文出版社。
柯華葳（2010）。成人語文素養指標架構研究成果報告（國科會專題研究計畫成果報告，NSC 98-2511-S-008-010）。桃園市，國立中央大學學習與教學所。
柯華葳（2013）。成人語文素養範例試題編製成果報告（國科會專題研究計畫成果報告，NSC 100-2511-S-008-009）。桃園市，國立中央大學學習與教學所。
柯學東（2006）。逾九成的國民缺乏讀書習慣。廣州日報，4(24)，43-46。
胡遠謀（2002）。試論應用文寫作對大學生綜合素質培養的重要性。成都紡織高等專科學校學報，19(1)，39-41。
崔幹行（2006）。試析國民語文素養與語文教學存在的若干問題。廣州大學學報，5(7)，46-51。
張志公（1975）。傳統語文教學初探。中國：福建教育。
張志公（1980）。談作文教學的幾個問題。孟憲范編：語文教學論集（頁239-254）。中國：福建教育出版社。
張陽（2013）。拉薩地區高中生漢語基本素養調查及對策研究（未出版之碩士論文）。西藏大學師範學院，西藏。
莊雅如主編（2000）。歐洲共同語文參考架構。高雄：和遠圖書資訊出版社。
許崇憲（2002）。家庭背景因素與子女學業成就之關係：台灣樣本的後設分析。中正教育研究，1(2)，25-62。
陳玉玲、王明傑（2013）。兒童的文化性別界限與學業成就領域之相關研究。南台人文社會學報，9，125-154。
楊采蓉（2011）。高雄市新移民學童家庭背景因素對其英語學習態度、英語學習成就影響之研究（未出版之碩士論文）。國立台東大學特殊教育學系，台東。
葉德明（2005）。華語語音學──語音理論（上篇）。台北：師大書苑。
蔡雅薰（2009）。華語文教材分級研制原理之建構。台北：正中書局。
盧志鵬（2005）。漢語文化對二語習得者語篇思維模式的影響（未出版之碩士論文）。吉林大學外國語言學及應用語言學系，吉林。
戴源甫（2008）。家庭背景、學習態度與學習成就之相關性——結構方程模式之分析途徑（未出版之碩士論文）。國立成功大學政治經濟學研究所，台南。
羅沛誼（2007）。學前教育、家長社經背景與國小學童學業成就之相關研究——以台東縣國小學童為例（未出版之碩士論文）。國立台東大學教育研究所，台東。

西文
Adams, R. (2006). L2 Tasks and Orientation to Form: A Role for Modality? International Journal of Applied Linguistics, 152, 7–34.
Adams, R., & Ross-Feldman, L. (2008). Does Writing Influence Learner Attention to Form? In D. Belcher & A. Hirvela (Eds.), The Oral-Literate Connection (pp. 243–266). Ann Arbor, MI: University of Michigan Press.
Besnier N. (1999). Literacy. Journal of Linguistic Anthropology, 9(1/2), 141-143.
Bhargava, A. (2008). Functional Literacy in India: A Progress Report. Education Canada, 48(2),50-53.
Byrnes, H., & Mancho´n, R. M. (Eds.). (2014). Task-Based Language Learning: Insights from and for L2 Writing. Philadelphia/Amsterdam: John Benjamins.
Cook-Gumperz, J. (Ed.). (2006). The Social Construction of Literacy (2nd ed.). New York: Cambridge University Press.
Cumming, A. (1990). Metalinguistic and Ideational Thinking in Second Language Composing. Written Communication, 7, 482–511.
Dubin, F., & Kuhlman, N. (Eds.). (1992). Cross Cultural Literacy: Global Perspectives on Reading and Writing. Englewood Cliffs, NJ: Prentice Hall.
Green, F. (2004). Programme for the International Assessment of Adult Competencies: Piloting the Job Requirements Approach in Three Countries. OECD. Retrieved from http://www.oecd.org/document/28/0,3343,en_2649_ 201185_44429596_1_1_1_1,00.html/ (2016/11/5)
Hernández, T. A. (2010). The Relationship among Motivation, Interaction, and the Development of Second Language Oral Proficiency in a Study-Abroad Context. The Modern Language Journal, 94, 600-617.
Hinkel, E. (Eds.). (2011). Handbook of Research in Second Language Teaching and Learning. New York: Routledge.
Kormos, J. (2014). Differences across Modalities of Performance: An Investigation of Linguistic and Discourse Complexity in Narrative Tasks. In H. Byrnes & R. M. Mancho´n (Eds.), Task-Based Language Learning: Insights from and for L2 Writing (pp. 193–216). Philadelphia/Amsterdam: John Benjamins.
Lee C. J. (2011). What Do We Mean by Literacy? Implications for Literacy Education. The Journal of Educational Thought (JET) / Revue de la Pensée Éducative, 45(3), 255-266.
Lee J. & Schallert D. L. (2015). Exploring the Reading-Writing Connection: A Yearlong Classroom-Based Experimental Study of Middle School Students Developing Literacy in a New Language. Reading Research Quarterly, 51(2), 143-164.
Mancho´n, R. M. (2011). Writing to Learn the Language: Issues in Theory and Research. In R. M. Mancho´N (Ed.), Learning-to-Write and Writing-to-Learn in an Additional Language (pp. 61–82). Philadelphia/Amsterdam: John Benjamins.
Mancho´n, R. M. (2014). The Internal Dimension of Tasks: The Interaction between Task Factors and Learner Factors in Bringing about Learning through Writing. In H. Byrnes & R. M. Mancho´n (Eds.), Task-Based Language Learning: Insights from and for L2 Writing (pp. 27–52). Philadelphia/Amsterdam: John Benjamins.
Mancho´n, R. M., & Roca de Larios, J. (2007). Writing-to-Learn in Instructed Language Contexts. In E. Alco´n & P. Safont (Eds.), The Intercultural speaker: Using and Acquiring English in Instructed Language Contexts (pp. 101–121). Dordrecht: Springer.
Mancho´n, R. M., & Roca de Larios, J. (2011). Writing to Learn in FL Contexts: Exploring Learners’ Perceptions of the Language Learning Potential of L2 Writing. In R. M. Mancho´n (Ed.), Learning-to-Write And Writing-to-Learn in an Additional Language (pp. 181–207). Philadelphia/Amsterdam: John Benjamins.
McMillan L., & O'Neil M. (2012). Literacy and Social Equity. Teaching about Frederick Douglass: A Resource Guide for Teachers of Cultural Diversity. Counterpoints, 406, 30-44.
Murphy-Lejeune, E. (2002). Student Mobility and Narrative Iin Europe: The New Strangers. New York: Routledge.
Niu, R. (2009). Effect of Task-Inherent Production Modes on EFL Learners’ Focus on Form. Language Awareness, 18, 384–402.
OECD (2000). From Initial Education to Working Life: Making Transitions Work. Retrieved from http://www.oecd.org/document/5/0,3343,en_2649_39263238 _ 2465989_1_1_1_1,00.html/ (2016/11/5)
OECD (2010). Programme for the International Assessment of Adult Competencies. Retrieved from http://www.oecd.org/documentprint/ (2016/11/5)
OECD, & Statistics Canada (2000). Literacy in The Information Age: Final Report of The International Adult Literacy Survey. France: OECD Publications Service.
OECD, & Statistics Canada (2005). Learning a Living: First Results of the Adult Literacy and Life Skills Survey. France: OECD Publications Service.
Olson, D. R., & Torrance, N. (2001). Conceptualizing Literacy as a Personal Skill and as a Social Practice. In Olson, D. R. and Torrance, N. (eds.), The Making of Literate Societies (pp. 3-18). Malden, Mass. Oxford: Blackwell.
Ortega, L. (2012). Epilogue: Exploring L2 Writing–SLA Interfaces. Journal of Second Language Writing, 21, 404–415.
PIAAC Literacy Expert Group (2009). PIAAC Literacy: A Conceptual Framework. OECD. Retrieved from http://www.oecd.org/edu/ workingpapers/ (2016/11/5)
Ravid, D., & Tolchinsky, L. (2002). Developing Linguistic Literacy: A Comprehensive Model. Journal of Child Language, 29, 419–448.
Sabatini, J. P. & Bruce, K. M. (2009). PIAAC Reading Components: A Conceptual Framework. OECD. Retrieved from http://www.oecd.org/edu/workingpapers/ (2016/11/5)
Schleicher, A. (2008). PIAAC: A New Strategy for Assessing Adult Competencies. International Review of Education, 54, 627-650.
Schumann, J. H. (1978). The Acculturation Model for Second Language Acquisition. In R. Gingras (Ed.), Second Language Acquisition and Foreign Language Teaching (pp. 27-50). Washington, D.C.: Center for Applied Linguistics.
Schumann, J. H. (1986). Research on the Acculturation Model for Second Language Acquisition. Journal of Multilingual & Multicultural Development, 7(5), 379-392.
Scribner, S. (1984). Literacy in Three Metaphors [online exclusive]. American Journal of Education. Retrieved from http://www.eserver.org/courses/ spring97/76100o/readings/scribner.html/ (2016/11/5)
Spears-Bunton, R., & Powell, R. (2009). Toward a Literacy of Promise. New York: Taylor & Francis.
Statistics Canada (1999). International Adult Literacy Survey Questionnaire. Retrieved from http://www.statcan.gc.ca/start-debut-eng.html/ (2016/11/5)
Statistics Canada (2003). Building Our Competencies: British Columbia Results of the International Adult Literacy and Skills Survey. British Columbia: Ministry of Advanced Education.
Statistics Canada (2005). International Adult Literacy and Skills Survey. ABC Canada, Nov, 1-4.
Statistics Canada, Human Resources and Skills Development Canada, US National Center for Education Statistics, & Organization for Economic Co-operation and Development (2005). Report Summary of the International Adult Literacy and Skills Survey (IALSS). Retrieved from http://www.abc=canada.org/ (2016/11/5)
Street, B. (1984). Literacy in Theory and Practice. Cambridge, UK: Cambridge University Press.
Street, B. (1993). Cross-Cultural Approaches to Literacy. New York: Cambridge University Press.
Street, B. (1995). Social Literacies: Critical Approaches to Literacy Development, Ethnography, and Education. New York: Longman.
Swain, M. (1985). Communicative Competence: Some Roles of Comprehensible Input and Comprehensible Output in Its Development. In S. M. Gass & C. G. Madden (Eds.), Input in Second Language Acquisition (pp. 235–253). Rowley, MA: Newbury House.
Swain, M. (1995). Three Functions of Output in Second Language Learning. In G. Cook & B. Seidlhofer (Eds.), Principles and Practice in Applied Linguistics (pp. 125–144). Oxford: Oxford University Press.
Swain, M. (2005). The Output Hypothesis: Theory and Research. In E. Hinkel (Ed.), Handbook of Research in Second Language Teaching and Learning (pp. 471–483). Mahwah, NJ: Lawrence Erlbaum.
Swain, M., & Lapkin, S. (1995). Problems in Output and the Cognitive Processes They Generate: A Step toward Second Language Learning. Applied Linguistics, 16, 371–391.
Thron, W. (2009). International Adult Literacy and Basic Skills Surveys in The OECD Area. OECD. Retrieved from http://www.oecd.org/ edu/workingpapers/ (2016/11/5)
U.S. Department of Health and Human Services. (2000). Healthy People 2010: Understanding and Improving Health. Washing, DC: Author. Retrieved from http://www.hhs.gov/opa/pubs/hp2010_rh.html/ (2016/11/5)
U.S. National Assessment Governing Board. (1998). Writing Framework and Specifications for the 1998 National Assessment of Educational Progress. Retrieved from http://www.nagb.org/ (2016/11/5)
U.S. National Center for Education Statistics. (2006a). National Study of America’s Adults: English Background Questionnaire. Retrieved from http://nces.ed.gov/ (2016/11/5)
U.S. National Center for Education Statistics. (2006b). The Health Literacy of America’s Adults: Results from the 2003 National Assessment of Adult Literacy. Retrieved from http://nces.ed.gov/ (2016/11/5)
U.S. Institute of Medicine. (2004). Health Literacy: A Prescription to End Confusion. Washington, DC: Institute of Medicine, Board on Neuroscience and Behavioral Health, Committee on Health Literacy. Retrieved from http://www.iom.edu/Reports/2004/Health-Literacy-A-Prescription-to-End-Confusion.aspx/ (2016/11/5)
UNESCO (2000). Literacy for All: A United Nations Literacy Decade. Retrieved from http://unesdoc.unesco.org/images/0015/001597/159785e.pdf/ (2016/11/5)
UNESCO (2004a). The Plurality of Literacy and Its Implications for Policies and Programmes: UNECSO Education Sector Position Paper. http://unesdoc. unesco.org/images/0013/001362/136246e.pdf/ (2016/11/5)
UNECSO (2004b). The United Nations Literacy Decade: Getting Started, 2003-2012. Retrieved from http://unesdoc.unesco.org/images/0013/001354/ 135400e.pdf/ (2016/11/5)
White, S., and McCloskey, M. (forthcoming). Framework for the 2003 National Assessment of Adult Literacy (NCES 2005-531). U.S. Department of Education. Washington, DC: National Center for Education Statistics.
Williams, J. (2012). The Potential Role(s) of Writing in Second Language Development. Journal of Second Language Writing, 21, 321–331.