Please use this identifier to cite or link to this item:
https://ah.lib.nccu.edu.tw/handle/140.119/56869| 題名: | 華語學習者的文法學習信念之研究 A study on the learner’s beliefs about Chinese grammar as a second language |
作者: | 黃婉芬 Huang, Wanfen |
貢獻者: | 周祝瑛教授 黃婉芬 Huang, Wanfen |
關鍵詞: | 華語教學 學習者信念 文法教學 teaching Chinese as a second language learner`s beliefs grammar |
日期: | 2012 | 上傳時間: | 1-Feb-2013 | 摘要: | 歷來學界有不少探討教師文法教學信念之相關論述，但是從學習者角度看待文法教與學的相關研究則仍有相當大的發展空間。尤其，教師與學生彼此之間信念有所落差，可能影響教師的教學成果及學生的學習成效。故本文藉由訪談在臺灣學習華語的五位外籍學生，以探討華語學習者學習文法時之學習信念，及其看待華語教師文法教學之期待情形。\r\n 研究結果顯示受訪者表示隨著語言程度逐漸提升至一定水準後，希望課堂上學習分析文法結構的比重可逐漸降低，且更期待教師能帶領學生投入更多心力去學習閱讀或寫作難度較高的文章，甚或練習進階的應用溝通能力。而受訪者對於學習文法所遇到最明顯的困難是常發生無法將已學習或曾看過的文法知識順利運用在實際溝通應用上而時感挫折；然而，受訪者通常仍會因個人學習需求或未來專業要求不同而採取相應的解決策略。受訪者所期待教師的文法教學方式是希望教師能先將欲教授的文法規則詳盡地講解清楚後，再讓學生在較自然的語境下，以較自然有趣的活動讓他們練習文法。就教師改正文法錯誤方式、時機及頻率方面，受訪者會因語言程度、學習需求、未來專業要求及個人特質不同等因素，而對教師期待有所不同。本研究基於研究發現提出部分建議，以期對未來華語教師在教授文法時能有小小助益。\r\n There are some discussions about teachers’ beliefs of grammar teaching; however, not so many theses discuss the issue from the learners’ view. Especially, there is the gap between the faith of teachers and students. It may affect the outcome of the teaching. This thesis aims to explore the learners’ beliefs about Chinese grammar as a second language through interviewing five foreign students who have studied Chinese in Taiwan. \r\n The results of this study are summarized as follows: (1) Interviewees who have the higher language level would prefer to read and write more complex articles or practice advanced communicative ability in the Chinese classes; and do not want to spend much time on analyzing the grammar structures or rules. (2) The interviewees would feel frustrated when they cannot use the grammar well which they learned before; however, they will adopt the corresponding strategies to solve the problems. (3) Interviewees expect the Chinese teachers could teach the grammar explicitly first, and then let students practice the rules with the interesting activities in the real context. (4) Due to the different language ability level, learning need, future job requests, individual characteristics and so on, interviewees will have the different expectation towards the teacher’s corrective way, timing and frequency. Based on the findings, some pedagogical implications for language teachers and suggestions are provided at the end of the study. |
參考文獻: | 一、 中文部分\r\n王克先 (1987)。學習心理學。臺北市：桂冠圖書股份有限公司。\r\n王盈智(譯) (2005)。M. Williams著。硏究方法的第一本書 。臺北:韋伯文化。 \r\n王建勤 (2008)。漢語作為第二語言的習得研究。北京:語言大學出版社。\r\n王若馨、黃郁青、夏媺婷、李怡芳(譯) (2006)。D. Matthew & C. D. Sutton著。研究方法的基礎。臺北:韋伯文化。\r\n王錦慧、何淑貞 (2010)。華語教學語法。臺北市:文鶴出版有限公司。\r\n朱敬先 (1986)。學習心理學。臺北市：千華出版公司。\r\n宋文里(譯) (2001)。J. Bruner著。教育的文化:文化心理學的觀點。臺北：遠流。\r\n李文彬 (1975）。英文教材教法上。臺北:中華出版社。\r\n李泉（2005）。對外漢語教學理論思考。北京:教育科學出版社。\r\n呂必松 (1990)。對外漢語教學發展概要。北京 : 北京語言大學出版。\r\n呂必松 (1992)。華語教學講習。北京：北京語言大學出版社。\r\n呂叔湘 (1999)。現代漢語八百詞—增訂本。北京:商務印書館。\r\n呂啟萱 (2010)。臺灣外籍學生華語學習困擾與因應策略之研究。國立政治大學 華語文教學碩士學位學程碩士論文，未出版，臺北。\r\n余光雄(譯) (2002)。H. D. Brown著。第二語教學最高指導原則。臺北市 : 臺灣培生教育出版。\r\n吳芝儀、李奉儒譯 (1995)。M. Q. Patton著。質的評鑑與硏究。臺北縣:桂冠。\r\n何淑貞、張孝裕、陳立芬、舒兆民、蔡雅薰、賴明德合著(2008)。華語文教學導論。臺北市 : 三民。\r\n何德華 (2009)。華語教學硏究方法與論文寫作 。臺北縣:正中出版。\r\n邵敬敏 (1999)。漢語語法淺說。香港:商務印書館(香港)有限公司。\r\n林金定、嚴嘉楓、陳美花 (2005)。質性研究方法：訪談模式與實施步驟分析。身心障礙研究，期3，卷2。\r\n林秋翠 (2008)。從華語課堂師生觀點探討偏誤改正。國立臺灣師範大學華語文 教學研究所碩士論文，未出版，臺北。\r\n林壽華 (1997)。外語教學槪論。臺北市 : 書林。\r\n周曉虹(譯) (1995)。A. Bandura著。社會學習理論 。台北市 : 桂冠。\r\n竺靜華 (2006)。華語教學實務概論。臺北:文史哲出版社。\r\n施玉惠、楊懿麗、梁彩玲(譯) (2003)。H. D. Brown著。原則導向教學法-教學互動的終極指南。臺北市 : 臺灣培生教育出版。\r\n姚道中 (2005)。中文老師及學生對糾錯的態度︰初步報告。載於李振清、陳雅芬、梁新欣（編）。中文教學理論與實踐的回顧與展望︰慶祝趙智超教授榮退學術研討會論文集(頁143-159)。台北市︰師大書苑。\r\n徐子亮、吳仁甫 (2006)。實用對外漢語教學法。臺北:新學林出版有限公司。\r\n高美英(譯) (1999)。H. M. Cooper著。硏究文獻之回顧與整合。臺北市 : 弘智文化。\r\n高敬文 (1996)。質化硏究方法論。臺北市:師大書苑。\r\n陳向明 (2002)。社會科學質的硏究著。臺北市:五南出版社。 \r\n陳宜秀（2005）。華語教師的文法教學信念之研究。國立臺灣師範大學華語文教學研究所碩士論文，未出版，臺北。\r\n陳萍、覃云云(譯) (2005)。C. Danielson著。學校改進之框架—提高學生成就。北京 : 中國輕工業出版社。\r\n陳楓主編，王曉凌、王曉音、朱永平、劉琨、李錦、李虹、何依工、陳楓參與編寫 (2008)。對外漢語教學法。北京:中華書局。\r\n陳嘉陽 (2004)。教育概論(下)。臺北市:五南出版社。\r\n陳薌宇（2005）。以交際為本之華語文教學研究。國立臺灣師範大學華語文教學研究所碩士論文，未出版，臺北。\r\n張金蘭 (2008)。實用華語文教學導論著。臺北市:文光出版社。\r\n張金蘭 (2009)。實用華語文教材教法。臺北:文光出版社。\r\n張金蘭 (2009)。實用華語文教學實務。臺北:文光出版社。\r\n許淑良 (2001)。華語與非華語環境下教與學現象之探討。國立臺灣師範大學華語文教學研究所碩士論文，未出版，臺北。\r\n黃冰編著 (2004)。第二语言習得入門。廣州 : 廣東高等教育出版社。\r\n黃光雄主譯，李奉儒、高淑清、鄭瑞隆、林麗菊、吳芝儀、洪志成、蔡清田等(譯) (2001)。R. C. Bogdan & S. K. Biklen著。質性教育硏究 : 理論與方法(第三版) 。嘉義市 : 濤石文化出版。\r\n黃志雄 (2002)。從學習遷移理論談障礙學生的類化能力與學習策略。特殊教育叢書。\r\n彭俊主編 (2009)。華文教學研究。廣州市 : 暨南大學出版社。\r\n彭森明 (2010)。大學生學習成果評量 理論、實務與應用。台北:財團法人高等教育評鑑中心基金會。\r\n彭震球 (1982)。華文教學法新論。臺北:黎明出版社。\r\n靳洪剛 (1997)。語言獲得理論研究（Studies of Language Acquisition）。北京：中國社會科學出版社。\r\n葉重新 (2001)。教育研究法。臺北市:心理出版社。\r\n賈馥茗、楊深坑主編(1993)。教育學方法論。臺北市:五南出版社。\r\n趙金銘主編 (2004)。對外漢語教學概論。北京:商務印書館。\r\n劉月華、潘文娛、故韡 (2001)。實用現代漢語語法(增訂本)。北京:商務印書館。\r\n劉珣 (2002)。漢語作為第二語言教學簡論。北京：北京語言大學出版社。\r\n鍾榮富 (2006)。當代語言學概論。臺北市 : 五南圖書出版公司。\r\n簡春安、鄒平儀 (2004)。社會工作硏究法。 臺北市:巨流出版。\r\n藍毓仁(譯) (2008)。J. Ritchie & J. Lewis主編。質性研究方法。臺北:巨流圖書。\r\n蘇文霖 (2003)。探討社會心理因素對華語學習者之影響。國立臺灣師範大學華語文教學研究所碩士論文，未出版，臺北。\r\n蘇瓜藤召集 (2004)。硏究方法導論。台北市:國立政治大學學術硏究與合作委員會。(研究方法研習營研習講義手冊)。\r\n二、 英文部分\r\n吳筱琪 (2006)。Communicative and Traditional Teaching in Taiwan: Students’ Views and Factors Influencing Them。Unpublished master’s thesis, National Tsing Hua University, Hsinchu.\r\n林惠玲（2008）。The Effect of Communicative Grammar Teaching and Traditional Grammar Teaching on Oral Accuracy and Fluency of EFL Students in Taiwan。Unpublished master’s thesis, National Chung Cheng University, Chiayi.\r\n許順中 (2006)。High School English Teachers`` Beliefs in Grammar Teaching and Their Classroom Practices: A Case Study。Unpublished master’s thesis, National Chung Cheng University, Chiayi.\r\n莊靜軒 (2010)。English Teachers’ and Students’ Beliefs in Grammar Teaching and Learning in Taiwan Vocational High Schools。Unpublished master’s thesis, National Changhua University of Education, Changhua.\r\n賴淑菁 (2004)。High School English Teachers`` Beliefs on Grammar Instruction in Taiwan。Unpublished master’s thesis, National Taiwan Normal University, Taipei.\r\n謝菁梅 (2004)。A Study of Junior High School English Teachers` Beliefs and Practices in Grammar Instruction。Unpublished master’s thesis, National Changhua University of Education, Changhua.\r\n鍾雅蓓 (2008)。From Belief to Practice : Taipei Senior High School EFL Teacher`s Beliefs and Practices in Grammar Instructions。Unpublished master’s thesis, National Chengchi University, Taipei.\r\nAjzen, I. (2009). Attitudes, personality and behavior. Chicago: Dorsey Press.\r\nAl-Mekhlafi, M. A. (2011). Difficulties in Teaching and Learning Grammar in an EFL Context. International Journal of Instruction, Vol. 4, No. 2.\r\n\r\n Bandura, A. (1977). Social Learning Theory. New York: General Learning Press.\r\n\r\nBernat, E. & Gvozdenko, I. (2005). Beliefs about Language Learning: Current Knowledge, Pedagogical Implications, and New Research Directions. Teaching English as Second or Foreign Language, Vol. 9, No. 1.\r\nBernat, E. & Lloyd, R. (2007). Exploring the Gender Effect on EFL Learners’ Beliefs about Language Learning. Australian Journal of Educational & Developmental Psychology. Vol. 7, 79-91.\r\n\r\nBorg, S. (1998). Talking about grammar in the foreign language classroom. Language Awareness. Vol. 7, No. 4. \r\n\r\nBorg, S. (1999a). The use of grammatical terminology in the second language classroom: a qualitative study of teachers’ practices and cognitions. Applied Linguistics, Vol. 20 , No.1, 95-126. (cited in Al-Mekhlafi, M. A., 2011)\r\n\r\nBorg, S. (1999b). Teachers’ theories in grammar teaching. ELT Journal, Vol. 53, No. 3, 157-167. (cited in Al-Mekhlafi, M. A., 2011).\r\n\r\nBruner, J. (1960) The Process of Education. Cambridge : Harvard University Press.\r\n\r\nBurgess, J. & Etherington, S. (2002). Focus on grammatical form: explicit or\r\nimplicit? System, 30, 433-458.\r\n\r\nCorder, S. P. (1967). The significance of learner’s errors. International review of Applied Linguistics. Vol. 5, 161-170.\r\n\r\nCotterall, S. (1995). Readiness for Autonomy: Investigating Learner Beliefs.\r\n System, Vol. 23, No. 2, 195-205.\r\n\r\nDakin, J. (1973). The Language Laboratory and Language Learning. London: Longman.\r\nEllis, R. (1989). Are Classroom and Naturalistic Acquisition the Same? A Study of the Classroom Acquisition of German Word Order Rules. Studies in Second Language Acquisition, Vol. 11, 305-328.\r\nGabillon, Z. (2005). L2 Learner`s Beliefs: An Overview. Journal of Language and Learning, Vol. 3, No. 2.\r\nHall, N. & Shepheard, J. (1991). The Anti-Grammar Grammar Book. London:\r\nLongman.\r\nHorwitz, E. K. (1988). The Beliefs about Language Learning of Beginning University Foreign Language Students. The Modern Language Journal, Vol. 72, No. 3, 283. \r\nHuang, Z. (2006). Learner Beliefs of Language Learning Revisited.\r\nSino-US English Teaching, Vol 3, No. 3.\r\n\r\nHung, C. H. (1997). Understanding the culture of EFL in Taiwan: The qualitative inquiry. In J. Katchen & Y. N. Leung (Eds.), The Proceedings of the Fifth International Symposium on English Teaching (pp.19-26). Taipei: Crane Publishing.\r\n\r\nJohnson, K.(1988). Mistake correction. English Language Teaching (ELT) Journal. Vol. 42, No. 2.\r\n\r\nLoewen, S., Li, S., Feifei, Thompson, A., Nakatsukasa, K., Ahn, S., & Chen, X. (2009). Second Language Learners` Beliefs About Grammar Instruction and Error Correction. Modern Language Journal. Vol. 93, No. 1, 91-104. \r\nMacaro, E. (2008). Teaching and Learning a Second Language : A Guide to Resent Research and its Applications. 北京市 : 世界圖書。\r\nPajares, M. F. 1992. Teachers` Beliefs and Educational Research: Cleaning up a Messy Construct. Review of Educational Research, Vol. 62, No. 3, 307-332.\r\n\r\nPazaver, A., & Wang, H. (2009). Asian students’ perceptions of grammar teaching in the ESL classroom.The International Journal of Language, Society and Culture, Vol. 27, 27-35.\r\nPolat, N. (2009). Matches in Beliefs Between Teachers and Students, and Success in L2 Attainment: The Georgian Example. Foreign Language, Annals, Vol. 42, No. 2, 229-249. \r\nRichardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), Handbook of research on teacher education. New York: Simon and Schuster Macmillan.\r\nRobinson, P. (Ed.) (2007). Cognition and second language instruction. 北京市：世界圖書.\r\nRocio, D. (2008). The Instructional Dynamics of a Bilingual Teacher: One Teacher`s Beliefs About English Language Learners. Journal of Hispanic Higher Education, Vol. 7, No. 1,43-53.\r\nSchulz, R. A. (1996). Focus on form in the foreign language classroom: Students’ and teachers’ views on error correction and the role of grammar. Foreign Language Annals, Vol. 29, No. 3, 343-364.\r\n\r\nSchulz, R. A. (2001). Cultural differences in student and teacher perceptions concerning the role of grammar instruction and corrective feedback: USA-Columbia. The Modern Language Journal, Vol. 85, No.2, 244-258.\r\nScovel, T. (2004). Learning new languages : a guide to second language acquisition.北京 : 外語教學與硏究出版社.\r\nStern, H. H. (1992). Issues and Options in English Language Teaching. Oxford:\r\nOxford University Press.\r\n\r\nVictori, M. & Lockhart, W. (1995). Enhancing metacognition in self-directed language learning. System, Vol 23, 223–234.\r\nWenden, A. (1999). An introduction to metacognitive knowledge and beliefs in language learning: Beyond the basics [Special Issue]. System, Vol. 27.\r\nYang, B. Q. (楊寶乾) (1978). A report on the survey of English education in junior middle schools in Taiwan 1970-1971. 英語教學輔導卅年 [Supervising English education for thirty years]. Taipei: The Crane Publishing.\r\n三、 網路資源\r\n國立臺灣師範大學教育學習編制(2003)。中文教育論文撰寫格式。取自 http://ba.tchcvs.tc.edu.tw/news/99/990105/APA.pdf\r\nEllis, R. Learner Beliefs and Language Learning.[PPT] 。取自http://www.google.com/search?q=Learner+Beliefs+and+Language+Learning&ie=utf-8&oe=utf-8 | 描述: | 碩士 國立政治大學 華語文教學碩士學位學程 97161002 101 |
資料來源: | http://thesis.lib.nccu.edu.tw/record/#G0097161002 | 資料類型: | thesis |
| Appears in Collections: | 學位論文 |
Files in This Item:
| File | Size | Format | |
|---|---|---|---|
| index.html | 128 B | HTML2 | View/Open |
Google ScholarTM
Check
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.