若以語言與學習者之間的關係為標準，來檢視所謂的第二語言習得範疇，無疑義地，移民的華語學習可被視為是一種第二語言的習得；然而，過去的華語教學領域，卻鮮少將語言習得研究的焦點置於移民身上。有鑒於此，本研究以東南亞區域國家的移民女性為研究對象，利用華語教材文本所進行的華語詞語讀寫選擇活動，探究移民的華語批判讀寫習得歷程。 本研究之場域為研究者於台灣高雄市美濃區所主持的來去移民華語班，此移民華語班別分為初級、中級與高級等三類。在研究對象方面，參與本研究的是 9位中級班移民女性，她們的平均年齡約為 26歲，而研究進行時間從 2008年十月開始至 2009年的二月結束。 在資料收集上，本研究以學生的華語詞語讀寫作業、課堂觀察與田野筆記記錄等方式為主；而在資料分析方面，研究者先進行詞語選擇數目及類別的統計，次而根據統計資料與觀察結果，定義、歸類並分析研究資料所浮現的華語詞語批判讀寫與選擇現象。 本研究之結論共有下列三點： 1.移民華語詞語的讀寫習得，所反映的是一種選擇歷程。 2.移民學生華語詞語讀寫選擇的最主要標準是學習需求。 3.移民華語詞語的選擇，是一種批判讀寫能力的呈現。

If we define the features of second language acquisition based on the relationship between language and learners, there is no doubt that immigrants’ learning of Mandarin can be seen as one kind of second language acquisition process. However, few studies in the field of teaching Chinese as a second/foreign language (CSL/CFL) center on immigrants’ language acquisition. This study focused on the acquisition process of critical literacy by using Mandarin textbooks. The participants involved in this study were female immigrants from Southeast Asia countries. The research context was the Lai-Qu CSL/CFL program in Meinung of Kaohsiung County, Taiwan. The researcher was the coordinator of this program which consists of beginning, intermediate, and advanced classes. Nine female immigrants were invited to participate in this study from October, 2008 to February, 2009. Their average age was around 26. Data collection was mainly from students’ classroom artifacts during literacy activities, classroom observation, and fieldnote. In terms of data analysis, this study first calculated the numbers and types of Chinese vocabulary. The researcher then defined, categorized, and analyzed the phenomena emerging from vocabulary selection and critical literacy activities based on the results of statistics and observation. The researcher finally made the following three conclusions: 1.The performance of immigrants’ acquisition during literacy activities for Chinese vocabulary was a reflection of selection process. 2.Learning need was the major criterion for immigrants to select Chinese vocabularies during literacy activities. 3.The selection on Chinese vocabulary represented the immigrants’ abilities of critical literacy.