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題名 真實語料在初級華語文教學之應用研究
Using Authentic Materials for Teaching Chinese to Beginners作者 陳盈羽
Chen, Ying Yu貢獻者 謝林德
Schilling Dennis Ralf
陳盈羽
Chen, Ying Yu關鍵詞 真實性
真實語料
華語文教學
初級程度
authenticity
authentic language materials
Chinese language teaching
language beginner level日期 2012 上傳時間 2-Sep-2013 16:43:33 (UTC+8) 摘要 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。 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。 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。 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： 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。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. 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. 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. 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: 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. 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Texas Papers in Foreign Language Education, 5(1), 143-175. 描述 碩士
國立政治大學
華語文教學碩士學位學程
97161004
101資料來源 http://thesis.lib.nccu.edu.tw/record/#G0097161004 資料類型 thesis dc.contributor.advisor 謝林德 zh_TW dc.contributor.advisor Schilling Dennis Ralf en_US dc.contributor.author (Authors) 陳盈羽 zh_TW dc.contributor.author (Authors) Chen, Ying Yu en_US dc.creator (作者) 陳盈羽 zh_TW dc.creator (作者) Chen, Ying Yu en_US dc.date (日期) 2012 en_US dc.date.accessioned 2-Sep-2013 16:43:33 (UTC+8) - dc.date.available 2-Sep-2013 16:43:33 (UTC+8) - dc.date.issued (上傳時間) 2-Sep-2013 16:43:33 (UTC+8) - dc.identifier (Other Identifiers) G0097161004 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/59427 - 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) 97161004 zh_TW dc.description (描述) 101 zh_TW dc.description.abstract (摘要) 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。 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。 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。 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： 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。關鍵詞：真實性、真實語料、華語文教學、初級程度 zh_TW dc.description.abstract (摘要) 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. 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. 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. 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: 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. Keywords: authenticity, authentic language materials, Chinese language teaching, language beginner level en_US dc.description.tableofcontents 第一章 緒論……………………………………………………………………1 第一節 研究動機與背景………………………………………………………1 第二節 研究目的與問題………………………………………………………8 第三節 名詞釋義………………………………………………………………10 第四節 研究方法、論文架構與研究限制……………………………………12第二章 文獻探討與理論介紹……………………………………………………15 第一節 真實性教學……………………………………………………………15 一、教室/情境的真實性…………………………………………………19 二、學習者/參與者的真實性……………………………………………21 三、文本/教材的真實性…………………………………………………23 四、跨文化真實性與學習者自主…………………………………………25 第二節 真實語料教學之相關教學理論與教學法……………………………28 一、外語習得觀……………………………………………………………29 二、外語教學觀……………………………………………………………30 三、外語教學法……………………………………………………………32 第三節 語料之簡化/改編觀與真實呈現觀……………………………………35第三章 真實語料與第二語言教學………………………………………………43 第一節 真實語料外語教學：真實語料應用與「輸入—吸收」之研究………44 第二節 真實語料外語教學之文本真實性………………………………………47 第三節 外語教學其他方面真實性………………………………………………52 一、教室真實性……………………………………………………………52 二、學習者真實性…………………………………………………………53 三、語言真實性……………………………………………………………56 第四節 真實語料教學對第二語言教學的作用………………………………61 一、真實語料使用目的……………………………………………………61 二、真實語料教學之能力培養……………………………………………62 第五節 真實語料教學對第二語言教學的影響及語料選取原則……………65 一、真實語料對二語教學的影響…………………………………………65 二、初級真實語料選取原則………………………………………………68第四章 真實語料與初級華語教學………………………………………………73 第一節 初級華語教學相關研究………………………………………………73 第二節 真實語料教學對華語教學的影響……………………………………79 一、對華語教學的作用與影響……………………………………………79 二、華語學習歷程及真實語料教學可行性………………………………79 第三節 臺灣部分華語初級教學之真實語料應用現況：教材分析…………82 第四節 初級教材的真實性……………………………………………………88 第五節 華語真實語料教學應用：初級閱讀教學設計………………………92 一、閱讀教學理論…………………………………………………………92 二、任務設計理論與原則…………………………………………………94 三、教案與教學建議………………………………………………………95第五章 結論與建議………………………………………………………………105 第一節 結論歸納………………………………………………………………105 第二節 教學建議………………………………………………………………108參考文獻…………………………………………………………………………110附錄………………………………………………………………………………118 zh_TW dc.format.extent 1257873 bytes - dc.format.mimetype application/pdf - dc.language.iso en_US - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0097161004 en_US dc.subject (關鍵詞) 真實性 zh_TW dc.subject (關鍵詞) 真實語料 zh_TW dc.subject (關鍵詞) 華語文教學 zh_TW dc.subject (關鍵詞) 初級程度 zh_TW dc.subject (關鍵詞) authenticity en_US dc.subject (關鍵詞) authentic language materials en_US dc.subject (關鍵詞) Chinese language teaching en_US dc.subject (關鍵詞) language beginner level en_US dc.title (題名) 真實語料在初級華語文教學之應用研究 zh_TW dc.title (題名) Using Authentic Materials for Teaching Chinese to Beginners en_US dc.type (資料類型) thesis en dc.relation.reference (參考文獻) 中文文獻余光雄(1993)。英語語言學概論。臺北：書林出版有限公司。呂必松(1996)。對外漢語教學概論。北京：中國國家教委對外漢語教師資格 審查委員辦公室。呂必松(1999)。語言教育問題研究論文集。北京：華語教學出版社。吳偉平、李兆麟編著(2009)。語言學與華語二語教學。香港：香港大學。吳中偉、郭鵬著(2009)。對外漢語任務型教學。北京：北京語言大學出版 社。林宜如(2003)。使用眞實語料做為高中生英語聽力輔助教材成效之個案硏究。碩士論文。臺北：國立政治大學英語教學碩士在職專班。陳思齊(2009)。文學教學研究－－華語教學個案分析。中原華語文學報。第四期，頁73-90。張世忠(2003)。建構取向教學。臺北：五南圖書。國立臺灣師範大學主編(2008)。實用視聽華語。臺北：正中書局。葉德明(1999)。華語文教學規範與理論基礎─華語文為第二語言教學芻議。臺北：師大書苑。葉德明主編(2008)。遠東生活華語。臺北 : 遠東圖書。黃瓊儀(2005)。任務導向教學與傳統式教學法之比較研究—以初級華語教學為例。碩士論文。臺北：國立臺灣師範大學華語文教學研究所。 楊寄洲主編(1999)。對外漢語教學初級階段教學大綱。北京：北京語言大學出版社。解志強(1995)。眞實語料教材在台灣地區英語聽力教學之應用：澎湖經驗。博士論文。臺北：國立臺灣師範大學英語硏究所。趙金銘主編(2006)。漢語可以這樣教。北京：商務印書館。廖曉青(2004)。英語教學法。臺北︰五南圖書。藍昌勤、曾洁(2010)。融合外語教學真實性 培養學習者自主性。西南石油大學外國語學報。第3卷第3期，頁117-122。顧聞(2003)。聊天室與初級漢語教學--海德堡大學的一項教學實踐。第三屆全球華文網路教學研討會論文。頁1-14。Bernstein, Basil著，王瑞賢譯(2005)。教育、象徵控制與認同：理論、研究與批判。臺北︰學富文化。Brown, Douglas著，余光雄譯(2002)。第二語教學最高指導原則。臺北：東華。Graves, Kathleen著，陳丁琪、黃瀅娟譯 (2007)。語言課程設計與理論。臺北：湯姆生。Goodman, Kenneth S.著，李連珠譯(2006)。全語言的「全」，全在哪裡？。臺北：信誼基金出版社。Larsen-Freeman, Diane著，毛佩琦譯(2003)。英語教學法大全。臺北：師德企業管理顧問有限公司。Oxford, Rebecca L.著，蘇旻洵譯(2007)。語言學習策略手册。臺北：湯姆生。英文文獻Bachman, L. 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