法文視覺感官動詞的教學策略與課堂實踐

鑑於國內學生，在學習法文感官動詞所遇到的困難，筆者曾以語意學的分析方法，探討voir和regarder這兩個動詞語意的特性；本篇論文重點，則落在教學實務的呈現，介紹如何將先前的「研究成果」與「教學實務」結合。論文中，我們將介紹，教授法文視覺感官動詞時，可以使用的教學策略（本文第2段）。此教學策略，乃建立於語意學的分析結果上（本文第1段）：即以「語言準則」，歸納出視覺感官動詞使用時的規則。此外，論文中亦有專門的段落（本文第3段），介紹如何具體落實此教學策略－意即，可以使用的教學方法及教學步驟。每一個教學步驟，不但以具體的例句做為說明，同時亦提供不同類型的例句（如：對句型態的句子），以達豐富教學內容的目的。

關鍵字

語言學之應用；教學策略；教學方法； voir ； regarder

並列摘要

Taiwanese students can hardly distinguish the verb voir from the verb regarder which led me to study the semantic difference between these two French perceptive verbs. This paper focuses on how to apply the results of that study to teaching so as to help students to grasp the difference in the use of these two verbs. First of all, I will propose a teaching strategy to introduce these two perceptive verbs (§2). Such a strategy is based on the results of semantic analysis (§1), i.e. on the general rules governing the use of voir and regarder stemming from linguistic criteria. Then, I will show all along each pedagogic steps how to put into practice said strategy through practical examples (sentences) as well as various categories of examples so as to enrich the contents of the course (§3).