| 摘要: | 本研究以二十位赴法台灣留學生為對象，探討國際移動如何在跨文化情境中重塑其個人身份，並重新界定他們對台灣的集體認同感。透過深度訪談與內容分析，本論文回溯學生在出國前的各項準備與家庭協商過程，並運用法國學者 Nathalie Heinich 所提出的「身份三階段」（外部指認、自我感知、對外呈現）作為分析框架，探討他們在法國所經歷的正面與負面經驗如何影響其身份轉變。
研究結果顯示，在個人層面上，赴法準備過程中的責任承擔與決策，使學生逐漸培養出更高程度的自主性；而在法國遭遇的語言、行政與文化上的困難，則促使他們更加了解自身、提升適應能力，並強化情緒韌性。在集體層面上，受訪者經常被法國社會視為「亞洲人」或「中國人」；這種外部指認在初期削弱了他們的台灣身份，使他們不得不在日常互動中更加積極地解釋、澄清與捍衛自己的身份，最終反而強化了他們的台灣認同。
研究最終指出，國際移動構成了一個由外部指認、自我反思與重複互動所推動的動態身份重構歷程。在此過程中，「台灣性」不再只是既有的文化習得，而是成為一項能在跨文化脈絡中被意識化、被重新表述並被主動展演的身份資源。面對法國社會的同質化凝視，以及與其他亞洲學生的比較框架，受訪者逐漸重新定義並強化其台灣性，並學會以更自主、更具主體性的方式表達與彰顯自身的台灣身份。;This study examines twenty Taiwanese students who pursued studies in France and explores how international mobility in an intercultural context reshapes their personal identity and redefines their sense of belonging to Taiwan. Drawing on in-depth interviews and content analysis, this thesis retraces the preparations and family negotiations preceding their departure, and applies Nathalie Heinich’s theoretical framework of the “three moments of identity” (designation, autoperception, presentation) to analyse how the positive and negative experiences they encountered in France influenced their identity transformation.
The findings show that, at the individual level, the responsibilities and choices involved in preparing for their stay fostered the development of greater autonomy. Meanwhile, the linguistic, administrative and cultural difficulties faced in France enhanced their self-understanding, adaptive capacities and emotional resilience. At the collective level, participants were frequently perceived as “ Asians ” or “ Chinese ”; this external categorisation initially diluted their Taiwanese identity and compelled them to explain, clarify and defend their identity more actively in everyday interactions, ultimately contributing to its reinforcement.
Overall, the study highlights that international mobility constitutes a dynamic process of identity reconstruction, shaped by external designations, self-reflection and repeated interactions. In this process, “ Taiwaneseness ” ceases to be a simple cultural given and becomes a conscious, reformulated and actively performed identity resource within intercultural contexts. Confronted with the homogenising gaze of French society and comparisons with other Asian students, the participants redefined and strengthened their Taiwaneseness, learning to express and assert it in a more autonomous and confident manner. |
