Please use this identifier to cite or link to this item: https://ah.lib.nccu.edu.tw/handle/140.119/133884
題名: 自媒體環境中之中文教學實踐與學習自主性表現:一個民族誌研究
Chinese Teaching and Learner Autonomy on WeMedia: An Ethnographic Study
作者: 方瑾
Fang, Chin
貢獻者: 招靜琪
Chao, Chin-Chi
方瑾
Fang, Chin
關鍵詞: 華語教學
學習自主性
後教學法
自媒體中文教學
民族誌
TCSL
Learner autonomy
Post method pedagogy
Chinese language teaching on We Media
Ethnography
日期: 2021
上傳時間: 1-Feb-2021
摘要: 透過播客、YouTube影片或是微博(WeBlog)等「自媒體」(We Media, Bowman, S., & Willis, C., 2003)進行中文教學,與傳統課室環境中的中文教學大有不同,除了教學媒介工具的差異外,更包括了其中活動的人們對於教與學均抱持著不同於以往的態度,教與學雙方的角色與責任皆因場域的改變而需重新定位。在課堂之外,面對學習者從個人到語言學習上的全面自主,自媒體中文教學者如何依據其教學平台特性持續促進學習者的語言學習?而學習者表現出的學習自主性呈現何種樣貌?在中文教學自媒體上教與學雙方如何互動,又有何得失?\n本研究藉民族誌研究方法,以敘事資料形式記錄了作者以資深華語教師身份與知名中文教學YouTuber團隊合作三年,於自媒體中文學習平台「伯樂」(化名)上的教學互動經驗。田野調查過程中所獲取的其他研究資料來源包括:與關鍵訊息提供者,即中文教學YouTuber團隊的兩位主要成員的日常談話、合作過程及半結構式訪談。另有五位自願接受訪談的學習者提供其經歷與看法。為深入探究自媒體環境下的教學與學習自主性,本研究援引學習自主性研究大家班森(Benson,2001)及後教學法之集大成者庫瑪(Kumaravadivelu,2003)的理論架構,就上述田野調查資料進行解構、解釋和重構。研究發現,在教學者一端,透過品牌的建立、團隊合作與教學者形象的塑造,在充滿商業娛樂氣息的自媒體平台上,教學導向之影音學習素材仍可獲得觀眾青睞,並以後教學法框架加以理論化;而學習者端的學習自主性則因為能在完全自主與部分自主之間挪移而得到更完整的呈現,在選擇學習資源時,更多從消費習慣及個人好惡出發,對學習內容有更高的掌控度之餘,也呈現一種疏離感,欠缺同儕及師生互動。最後,自媒體上的語言教學與課室同樣,也受到社會性因素,如法規,以及政治性因素,如媒體社群文化之干擾,教學者的期望與學習者的反饋之間亦存在落差。值此數位學習方興未艾之際,相信本研究對未來包括華語師資培育在內的相關研究與教學實踐亦提供了些許建議與啟示。
Teaching and learning Chinese through “We Media” platforms such as podcasts, YouTube videos, or WeBlog (Bowman, S., & Willis, C., 2003), is not like teaching and learning in conventional classrooms. Not only is the mediation different, but peoples’ attitudes toward such “learning environments” is also distinct. Both students and teachers gain a high degree of autonomy in this learning environment while also freeing themselves from the traditional roles of learners and educators. How can learners’ autonomy (Benson, 2001) be stimulated and performed in an on-line Chinese learning platform? What are the benefits and downsides for learners who have full learner autonomy when using on-line learning sources? How do online learners interact with Chinese language teaching YouTubers?\nThis study adopts ethnographic methods to capture (in a form of narrative data) the author’s three-year experience working side-by-side with two Chinese language teaching YouTubers and five online Chinese language learners who utilized We Media teaching platforms. Drawing on Benson (2001) and Kumaravadivelu (2003), this study deconstructs, interprets, and reconstructs the narrative data in order to derive assertions as to how learner autonomy performs in an on-line learning environment. Three assertions are proposed, firstly, a Chinese-teaching YouTuber is considered to be an internet celebrity rather than an educator; secondly, online learner autonomy can sometimes be better satisfied through choosing a more structured teaching framework rather than the largely self-directed learning strategies of many We Media platforms; and thirdly, autonomous learning online can still be impacted by the same “political and social” factors present in physical classrooms such as local censorship and copyright laws. Implications and suggestions for research and practice are also discussed, including how Chinese language teacher education could meet the challenge of alternative practice in digital contexts.
參考文獻: 王慧蘭,(2005)。批判教育學:權利抗爭、文本政治、和教育實踐。台灣教育社會學研究,第5卷第2期,85-112。\n王兆華、朱我芯,(2010)。實現網路直觀情境之華語古詩教學平台。華語文教學研究,第7卷第2期,65-90。\n王安妮,(2012)。媒介消費與網路主動學習:以YouTube舞蹈學習為例。碩士論文。國立政治大學,廣播電視學系,台北市。\n朱我芯,(2012)。對外華語之古典詩歌多媒體「情境再現」教學法。華語文教學研究, 第9卷第1期,23-50。\n李美華等譯。Earl Babbie著,(民87)。社會科學研究方法。台北市:時英出版社。\n李政賢譯。John W. Creswell, Cheryl N. Poth合著, (2018)。質性研究的五種取徑。台北市:五南。\n李家慧,(2017)。數位學習服務平台PeggyTeachesChinese教學與商業模式之個案研究:回顧過去,展望未來 / A case Study on the Pedagogical and Business Model of PeggyTeachesChinese: Reflecting the Past, Anticipating the Future。碩士論文。 國立臺灣師範大學,華語文教學研究所,台北市。\n林翠雲,(2008)。播客,部落格,行動學習與遊戲式學習——<華語e起來學習網>的四種數位學習模式。中原華語學報,第2期,135-154。\n林麗娟,(2011)。台灣國際學生學習華語數位資源之使用分析。圖書與資訊學刊,第3卷第3期,1-22。\n周亞民,(2009)。漢字知識本體在漢字教學的應用。華語文教學研究,第6卷第1期,91-112。\n胥曉璇,(2009)。自媒體對傳統媒體的挑戰——以播客為例。青年記者(10),82-83。\n唐士哲,(2004)。民族誌學應用於網路研究的契機、問題,與挑戰。資訊社會研究,第六期,59-90。\n孫玉雙、戴璐,(2011)。傳統主流媒體應對自媒體挑戰的策略。青年記者,(12Z),38-39。\n陳志銘、陳勇汀、林筱芳,(2000)。通識教育開放式課程數位典藏建置之研究。大學圖書館,第14卷第2期,83-112。\n陳亮均 、岑世寬 、李建邦,(2019)。探討YouTuber風格類型與其因素相關性影響之研究-以青少年為例。管理資訊計算,第8卷特刊1期,156-166。\n陳鑫,(2013)。自媒體發展的機遇與挑戰——以微信平台為例。中國傳媒科技,7。\n陳亞敏,(2015)。自媒體時代高校思想政治教育的機遇,挑戰及路徑探究。重慶郵電大學學報(社會科學版),27(6),77-82。\n陳進華、張壽強,(2012)。論自媒體傳播的公共性及其道德底線。江海學刊,(6),107-111。\n陳奕璇,(2016)。網紅紅什麼 粉絲追什麼。檢自:https://ir.nctu.edu.tw/bitstream/11536/131552/1/9898.pdf 20201202\n華維芬,(2001)。試論外語教師在自主學習模式中的定位。外語研究,(3),76-79。\n董曉雯,(2016)。以IQ Chinese為輔助教材對初級華語學習者學習成效之行動研究。碩士論文,文藻外語大學,華語文教學研究所,高雄市。 \n劉繼仁,(2007)。數位語言學習之現況與類型。教育研究月刊,第163期,61-76。\n蔡喬育、陳瑛琦,(2014)。數位成人華語教材評估指標建構之研究。華語文教學研究,第11卷第2期,87-125。\n戴浩一,(2007)。中文構詞與句法的概念結構。華語文教學研究,第4卷第1期,1-30。\n羅綸新、齊瑮琛,(2012)。多媒體教材解釋模式對文言文學習成效之影響。華語文教學研究, 第9卷第3期,1-31。\n謝苡芯,(2018)。探討國內 YouTuber 內容創製與閱聽者研究。中華印刷科技年報,270-285。\n謝映容,(2019)。影響知識型YouTube頻道影片持續觀看行為之因素。
http://ir.lib.ncu.edu.tw:88/thesis/view_etd.asp?URN=106423023106423023\n顏理謙,知識型影音正夯,近5成民眾觀看YouTube是為「學習」,2017年11月07日,檢自「數位時代」網站:https://www.bnext.com.tw/article/46905/knowledge-youtubers-are-hot-in-taiwan\nGaby Dunn,一夜暴富還是悄悄退隱:做網紅沒你想的那麼風光,2015年12月23日,檢自:https://www.inside.com.tw/article/5562-go-viral-youtube。(原刊於 Fusion,經 TECH2IPO 編譯,Inside 授權刊載)\n第十屆全球華文網路教育研討會在台灣,2017年4月27日,檢自電子報 http://www.gov.tw/News_Content.aspx?n=872E51DB9B88306C&sms=53E09032BF601A56&s=98FB757EAF3EFB5D\n\nAtkins, D. E., Brown, J. S., & Hammond, A. L. (2007). A review of the open educational resources (OER) movement: Achievements, challenges, and new opportunities (Vol. 164). Mountain View: Creative common.\nBarkhuizen, G. (2017). Reflections on language teacher identity research. New York: Routledge.\nBax, S. (2003). CALL—past, present and future. System, 31(1), 13-28.\nBenson, P. (2001). Teaching and Researching Autonomy in Language Learning. Pearson Education Limited\nBenson, P., & Reinders, H. (Eds.). (2011). Beyond the language classroom. Springer.\nBenson, P. (2012). Autonomy in language learning, learning and life. Synergies France, (9), 29-39.\nBowman, S., & Willis, C. (2003). We media. How audiences are shaping the future of news and information, 66. Published online in PDF format, July 2003
Also published online in HTML at: www.hypergene.net/wemedia/\nCamilleri, A. F., Ehlers, U-D., & Pawlowski, J. (2014). State of the Art Review of Quality Issues related to Open Educational Resources (OER). Luxembourg: Publications Office of the European Union. Access on February 19, 2020 at https://pdfs.semanticscholar.org/475a/50bbc6bb0b0e580aa1470ff88d972b60983d.pdf\nCanagarajah, S. (2012). Teacher development in a global profession: An autoethnography. TESOL Quarterly, 46(2), 258-279.\nChristensen, C. M., Dillon, K., Hall, T., & Duncan, D. S. (2016). Competing against luck: The story of innovation and customer choice. Harper Business.\nClandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry. San Francisco, CA: Jossey-Bass\nHamilton, Miranda. (2013). Autonomy and Foreign Language in a Virtual Learning Environment. London: Bloomsbury Academic\nKumaravadivelu, B. (1994). The postmethod condition:(E) merging strategies for second/foreign language teaching. TESOL Quarterly, 28(1), 27-48.\nKumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537-560.\nKumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. New York: Yale University Press. (翻譯本:2013年北京大學出版社《超越教學法︰語言教學的宏觀策略》)\nLarsen-Freeman, D. & Anderson, M. (2011). Techniques and principles in language teaching (3rd edition). Oxford, UK: Oxford University Press.\nLane, A., & McAndrew, P., (2010). Are open educational resources systematic or systemic change agents for teaching practice? British Journal of Educational Technology, 41(6), 952-962.\nLee, L. (2016). Autonomous learning through task-based instruction in fully online language courses. Language Learning & Technology. Volume 20, Number 2, pp.81–97\nLittlewood, W. (1999). Defining and developing autonomy in East Asian contexts. Applied linguistics, 20(1), 71-94.\nNelson, C. D. (2013). From transcript to playscript: Dramatizing narrative research. Narrative research in applied linguistics, 220-243.\nNorton, B. & De Costa, P. (2019). Research tasks on identity in language learning and teaching. Language Teaching, 51(1), 90-112.\nPennington, M. C. & Richards, J. C. (2016). Teacher identity in language teaching: Integrating personal, contextual, and professional factors. RELC Journal, 47(1), 5-23.\nPrabhu, N. S. (1990). There is no best method-Why? TESOL Quarterly, 24 (2). 161-176.\nReinders, H., & Benson, P. (2017). Research agenda: Language learning beyond the classroom. Language Teaching, 50(4), 561-578.\nSargeant, J. (2012). Qualitative research part II: Participants, analysis, and quality assurance. Journal of Graduate Medical Education, 4(1), 1-3.\nSauro, S., & Zourou, K. (2019). What are the digital wilds? Language Learning & Technology, 23(1), 1–7.\nStranger-Johannessen, E. & Norton, N. (2017). The African storybook and language teacher identities in digital times. The Modern Language Journal, 101(S1 Supplement), 45-60.\nTai, J. H-Y. (1985). Temporal sequence and Chinese word order. Iconicity in Syntax, Amsterdam/Philadelphia: John Benjamins Company, 49-72.\nVarghese, M., Morgan, B., Johnston, B., & Johnson, K. A. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity, and Education, 4, 21–44.\nvan Lier, L. (2004). The Ecology and Semiotics of Language Learning. Norwell, MA: Kluwer Academic Publishers.\nWall, S. (2006). An autoethnography on learning about autoethnography. International Journal of Qualitative Methods, 5(2), 146-160.\nWeller, Martin. (2010). Big and little OER. In: OpenED2010: Seventh Annual Open Education Conference, 2-4 Nov 2010, Barcelona, Spain.\nThe Best Video Length for Different Videos on YouTube. (March 11th 2014), Retrieved 2017, from MiniMatters: https://www.minimatters.com/youtube-best-video-length/\nFishman, Ezra. (July 5th 2016), How Long Should Your Next Video Be? Retrieved 2017, from: https://wistia.com/learn/marketing/optimal-video-length
描述: 博士
國立政治大學
華語文教學碩博士學位學程
104160501
資料來源: http://thesis.lib.nccu.edu.tw/record/#G0104160501
資料類型: thesis
Appears in Collections:學位論文

Files in This Item:
File Description SizeFormat
050101.pdf2.6 MBAdobe PDF2View/Open
Show full item record

Google ScholarTM

Check

Altmetric

Altmetric


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.