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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 16:52:42 (UTC+8)
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。
      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。
      
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.
      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.
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     三、 網路資源
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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
dc.contributor.advisor 周祝瑛教授zh_TW
dc.contributor.author (Authors) 黃婉芬zh_TW
dc.contributor.author (Authors) Huang, Wanfenen_US
dc.creator (作者) 黃婉芬zh_TW
dc.creator (作者) Huang, Wanfenen_US
dc.date (日期) 2012en_US
dc.date.accessioned 1-Feb-2013 16:52:42 (UTC+8)-
dc.date.available 1-Feb-2013 16:52:42 (UTC+8)-
dc.date.issued (上傳時間) 1-Feb-2013 16:52:42 (UTC+8)-
dc.identifier (Other Identifiers) G0097161002en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/56869-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 華語文教學碩士學位學程zh_TW
dc.description (描述) 97161002zh_TW
dc.description (描述) 101zh_TW
dc.description.abstract (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。
      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。
      		zh_TW
dc.description.abstract (摘要) 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.
      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.		en_US
dc.description.tableofcontents 第一章 前言-----------------------------------------------1
     第一節 研究背景與動機---------------------------------------1
     第二節 研究目的與問題---------------------------------------3
     第三節 名詞解釋--------------------------------------------4
     第二章 文獻探討--------------------------------------------6
     第一節 學習者信念(Learner’s beliefs)-----------------------6
     第二節 語言學習者文法學習信念---------------------------------7
     第三節 語言學習者文法學習之困難------------------------------12
     第四節 語言教學的文法教學法---------------------------------14
     第五節 教師文法糾錯信念之相關研究----------------------------18
     第三章 研究設計與實施--------------------------------------25
     第一節 研究方法-------------------------------------------25
     第二節 研究對象-------------------------------------------26
     第三節 研究工具-------------------------------------------29
     第四節 研究步驟與實施--------------------------------------31
     第四章 研究分析與討論----------------------------------------39
     第一節 華語學習者文法學習的態度與學習策略----------------------39
     第二節 華語學習者文法學習困難與解決策略------------------------51
     第三節 華語學習者對教師文法教學方式之期待----------------------63
     第四節 華語學習者對教師糾正文法方式、時機及頻率之期待------------76
     第五章 結論----------------------------------------------89
     第一節 研究結果與發現--------------------------------------89
     第二節 研究限制-------------------------------------------97
     第三節 未來研究建議----------------------------------------98
     參考書目--------------------------------------------------100
     附錄 華語學習者的文法學習信念之研究訪談大綱---------------------108
     表目錄
     3-1 本研究受訪者基本資料-------------------------------------32
     3-3 研究流程圖示--------------------------------------------38		zh_TW
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0097161002en_US
dc.subject (關鍵詞) 華語教學zh_TW
dc.subject (關鍵詞) 學習者信念zh_TW
dc.subject (關鍵詞) 文法教學zh_TW
dc.subject (關鍵詞) teaching Chinese as a second languageen_US
dc.subject (關鍵詞) learner`s beliefsen_US
dc.subject (關鍵詞) grammaren_US
dc.title (題名) 華語學習者的文法學習信念之研究zh_TW
dc.title (題名) A study on the learner’s beliefs about Chinese grammar as a second languageen_US
dc.type (資料類型) thesisen
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