- 期刊
日本國別化華語教材設計－以風水觀念為例
Country-based Mandarin Chinese Teaching Material Design for Japanese learners: Taking the Feng Shui Concept as an Example
摘要
全球的華語學習浪潮高漲，華語學習的人次更是大幅增加，根據統計資料顯示，選擇至臺灣深造的日籍學習者更是華語學習的最大宗族群。然而，卻鮮少文獻研究或設計符合此龐大學習族群的國別化教材，故本研究的宗旨乃為補足此文獻缺口。本研究採取Agar（1994a；1994b；2006）提出的languaculture（言語文化）理論，說明語言學習和文化學習的密不可分性，學習者透過語言學習同時習得蘊含的言語文化思維，並重塑自身對於他方文化的認知。研究透過對比日語和華語文化中較深層的風水價值觀，設計一套適合高級學習者的華語教材，使學習者不僅學習華語的詞彙語法，更培養自身跨文化批判思考的素養知能。文末指出此教材設計與5C外語學習目標的實踐，以及探悉同為高語境語用文化的未來研究方向。
並列摘要
With the popularity of Chinese learning worldwide, there is an exponential growth of people learning Chinese. As shown by statistical data, Japanese learners who choose to study abroad at Taiwan are the greatest majority of foreigners learning Chinese. Nonetheless, few studies have researched or designed country-based Chinese learning materials for this particular group of Chinese learners. Thereby, the aim of this paper is to bridge this literature gap. This study adopts the languaculture theory proposed by Agar (1994a;1994b；2006) as the theoretical framework. This theory elucidated the intertwined relationship between language learning and culture learning, where learners acquired languacultural thinking via language learning and reconstructed their perspectives toward the other culture. Through the comparison between the deeper Feng Shui value system in both the Chinese and Japanese culture, this study designs Chinese learning materials suitable for advanced learners. Learners do not merely acquire the vocabulary and grammar of Chinese, but they also cultivate cross-cultural critical thinking skills. The end of this paper discusses the practice of 5C language learning goals in this material design and provides implications for future further research into other high-context cultures.