真實語料在初級華語文教學之應用研究

Abstract

本論文研究主題為「真實語料在初級華語文教學上的應用」。儘管真實語料在外語教學的理論及應用上扮演重要的角色，然而在華語文教學界中仍不普遍，並僅限於進階程度的聽力、閱讀訓練或是文化教學。在華語文教學中鮮少採用真實語料的原因不外乎是幾點，例如：相較於英文字母拼寫複雜，華語書寫系統較難達成一定程度的閱讀能力；華語聲調系統複雜，需要學生付出相當大的心力；華語區域性發音的不同，導致一些教師不願在初級程度教學中採用真實的聽力語料。\n 語言教學的真實性，非僅為文化方面教學，也不僅止於能從課室練習跨越至能與目標語社群溝通。本研究欲揭示，真實語料的應用並不只為了使語言能力更為精熟，或是了解更深層的文化；也要提出，真實語料不應到中級以上程度才使用。\n 由於在外語教學界對於真實語料應用的理由及目的是多方面的，例如：語言知識習得、語言能力培養、動機增進、交際能力提升、理解及應用跨技能策略的練習、學習意識的加深、學習技巧的熟習，還有避免背誦不常見的表達語彙，以及更熟悉目標語文化等，以上在學界提出的相關問題與在二語教學中探討出的結果，都值得華語文教學借鑑。\n 本論文之研究方法，首先從理論的觀點評估外語教學中對真實語料的應用，接著再透過前述的結果，與華語文教學相對照，並進行探討。故本論文內容大概如下：\n 先討論「真實性語料」的定義與發展，以及「真實性」在外語教學上的地位。其次，介紹真實語料教學應用於第二語言教學之相關研究、對學習者的作用與問題；同時也介紹贊同與不贊同或將語料簡化之說及其優缺點。接著，先討論不同語言之真實語料教學應用所著重的觀點、目的及作用，並探究其在教學中的角色多為輔助而非專門教學的原因，提出真實語料教學主要培養的能力。接著，再評估真實語料應用於外語教學的研究成果，這些成果對華語文教學的作用與影響，然後探討真實性語料與初級教學的關聯，以及初級華語文教學的可行性，進而提出初級華語文真實語料之專門教學論點以及實施原則。最後，根據以上研究結論，設計教學活動，並提出教學建議。\n\n關鍵詞：真實性、真實語料、華語文教學、初級程度

The present study aims to discuss the application of authentic materials in Teaching Chinese as a Foreign Language (TCFL) with a focus on teaching Chinese beginners. \n Although authentic materials play a great role in theory and practice of modern foreign language teaching (FLT), today, in TCFL, however, authentic materials are not very common and restricted to certain disciplines like teaching reading or listening for advanced students or teaching culture. The scarce use of authentic materials in TCFL may be due tocommon teaching practices but other reasons may be possible, too: Chinese writing system is more complex than the English alphabet making good reading ability difficult to acquire. The Chinese tonal system makes great demands on language learners, too, and the variety in pronunciation Chinese and the broad distribution of regional languages may explain the reluctance of some teachers to use authentic listening materials in beginner classes.\n Authenticity in language teaching, however, does not start with culture issues and does not end with passing the threshold from learning a language in the classroom to exercise the language in the foreign language speakers’ community. This study wants to show, first, that the usage of authentic materials is not restricted to the aims of getting a better proficiencyin the foreign languageor a deeper understanding of foreign language’s culture. Second, using authentic materials should not be reserved for students of advanced stages. Instead, reasons for using authentic materials in FLT are multifold and connected with nearly everyprocess and subject in language teaching and learning: Acquiring language knowledge and competencies, increasing motivation, rising communicative competence, practicing a broad scope of strategies for using and understanding a foreign language, deepening language awareness, getting familiar with better learning techniques, avoiding memorizing uncommon expressions, making culture more familiar ..., only to list but a few. All these questions were addressed in recent FLTresearch and we may think about how we can transfer theseresults to teaching Chinese.\n The methodology of the study is, first, to evaluate the research on foreign language teaching by authentic materials and, second, to discuss the transfer of these results on CLT. The main content of the study in detail is as follows:\n The present study begins with a discussion on the definition of “authenticity” and “authentic materials” and with an overview over the development of using authentic materials in FLT. Acritical review of recent FLT research comes next. In this review, a focus is laid on studiesthat explore the effects of authentic language materials on language learners and that discuss the pros and cons of using simplified language materials. The point of viewthat authentic materials should be best used as auxiliary materials is discussed, too. Emphasis is also given to research on using authentic materials for teaching beginners. In a second review, the study evaluates the application of authentic language materialsin TCFL in Taiwan today. The aim of this evaluation lies in to get a better idea of the principles for teaching entry-level students in Taiwan and what should be done in order to make the usage of authentic materials at Chinese beginner level more common. Finally, teaching activities were designed, and suggestions for teaching were proposed based on the conclusions above. \n\nKeywords: authenticity, authentic language materials, Chinese language teaching, language beginner level