由於臺灣的新南向政策的推動，臺灣各大學提供獎學金吸引外籍生來臺灣求學，越南學生來臺灣攻讀碩士博士學位逐漸增加。但目前，國內針對中文教學之研究大多以語言層面為主要探討因素，關於越南學生本身學習中文情況之探討較為有限、特別是越南研究生學習中文之相關研究嚴重缺乏。因此，本研究以國立中央大學的四位越南研究生為研究對象，探討其中文學習動機、學習策略以及科技資源對其中文學習之影響。本研究採用質性研究法，透過觀察與半結構式訪談來搜集資料，研究結果發現：
（一）對越南研究生學習中文動影響最大之因素是其所處環境，中文老師良好的教學風格與方法能引起學生對中文產生興趣。
（二）內在動機強的學生，在長期學習過程，學習持久性高於外在動機強的學生。
（三）社交策略為越南研究生使用頻率最高的中文學習策略。
（四）內在動機強的學生更為善用後設認知策略，外在動機強的學生需要使用更多情意策略。
（五）越南研究生最常用的科技資源類型為翻譯工具，以及視覺和聽覺型資源
（六）使用科技資源使越南研究生節省時間，隨時隨地及帶有娛樂性學習中文。
此研究的發現，可以提供之後來臺灣求學的研究生作為參考，以做好心理建設，選取適合自己的學習策略與學習資源。

According to The New Southbound Policy, most universities in Taiwan offered scholarships to attract foreign students studying in Taiwan. Therefore, more and more Vietnamese students came to Taiwan for master and doctoral degrees. But for recent researches, the major investigate factories about Chinese studies were around language aspect. The investigation of Vietnamese students learning Chinese situation aspects are limited, especially the research about Vietnamese graduate students studying Chinese is severely lacking. This study was to investigate the students’ motivation of learning Chinese, learning strategies, and how technologies influence the students to study Chinese. The objects of this study were four Vietnamese graduate students at National Central University. This research was adopted qualitative research, through observation and semi-structured interview to collect data. The study results were discovered that:
1. For Vietnamese graduate students in Taiwan, the most affected motivate is the learning environment. Chinese teacher’s teaching style and method can trigger student’s interest in Chinese.
2. For a long time learning process, the students with intrinsic motivation have longer learning persistence than the student with extrinsic motivation.
3. Social strategy is the most frequent Chinese learning strategy for Vietnamese graduate students.
4. The student who has strong intrinsic motivation can use metacognitive strategy properly; the student who has strong extrinsic motivation have to use more affective strategies.
5. The most common technologies for Vietnamese graduate students are translation tools, as well as vision and hearing resources.
6. Vietnamese graduate students saved much time by using technologies. The students using technologies can learn Chinese through entertaining, furthermore, they can learn for any time and anywhere.
The results of this study provide foreign graduate student, who is coming to Taiwan, as a reference to work up psychological construction, also choose learning strategies and resources that appropriate themselves.

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