任務型教學融入美國AP中文課程之行動研究—以臺灣某國際學校學生為對象

本研究以任務型教學融入美國AP中文課程為研究主題，針對臺灣某國際學校學生設計出客製化課程內容，課程內容以錄音任務為輸出，並以審核表審核學生的任務完成度以及中文口說能力。本研究採行動研究法，一共進行3次教學實驗，3次教學實驗皆為同一個教學環境和學習者。本研究以臺灣某國際學校學生共16位學生為對象，進行5次的任務教學課程，在教學過程中收集資料，以問卷、半結構式訪談、錄音任務進行質性和量化分析，透過三次行動研究，研究結論如下：（一）透過任務型教學融入AP中文課程中，以學習者為中心設計課程，融入時事議題，以班級討論活動更能吸引學習者的參與度。（二）以任務型教學融入AP中文課程中，能夠提高學習者之錄音任務完成度。（三）任務型教學融入AP中文課程中，可以增進學習者之口說能力。綜合上述，本研究將根據研究結果提出對華語教學相關教學建議、啟發貢獻，作為未來研究之參考。

關鍵字

華語文教學； AP中文課程；任務型語言教學；中文口說能力

並列摘要

This study aimed to integrate task-based teaching (TBT) into the American Advanced Placement (AP) Chinese Language and Culture Course, and a customized curriculum for an international school was developed for students. The curriculum recorded tasks as the output, and the students' task completion and Chinese speaking ability were evaluated with an evaluation form. The study ran three teaching experiments with the same teaching environment and students based on action research. We conducted a 5-lesson TBT Chinese course and a total of 16 students from an international school in Taiwan were involved. This study conducted a comprehensive investigation using a survey, semi-structured interview, and task recording analysis using qualitative and quantitative approaches. The result shows that: (1) AP Chinese classes that incorporate task-based teaching, place learners at the center, include current affairs issues, and involve class discussions, are more engaging for students. (2) Integrating task-based teaching into AP Chinese courses can improve learners' task completion. (3) AP Chinese courses integrating task-based teaching can enhance learners' speaking ability. Based on the findings, our study provides suggestions for Chinese teaching and further research on this topic.