「大學外文（日文）」課程的新嘗試－根據JF日語能力指標所設計之初級日語課程－

因應全球化發展，近年台灣教育部為培養台灣青少年國際觀進行了一連串的第二外語教育的改革政策。在這些改革政策的成功奏效之下，有必要重新審視在台灣以非日語專攻者為對象之日語教育，特別是銜接高中日語課程的大學外文(日語)課程更值得思考。JF日語能力指標所重視的不只是「大學外文（日文）」課程教了些什麼文法，更在意是學習者學了日語之後究竟能用日語做哪些活動。因此，本研究根據『JF日語教育能力指標2010』的指標內容，以中國科技大學「大學外文（日文IV）」為例，將廣告導入課程設計，對「大学外文（日文）」教育的課程進行新的嘗試性教學活動。結果發現原本「大学外文（日文IV）」的學習者在日文程度上已有了差異，但透過本課程設計之後，原本低成就者學習者有了進步。分析其理由有以下幾點：（一）由於廣告之中存在有情感與認知的共鳴，因此，比起教科書，從廣告中更能學到有趣實用的日文。（二）評分基準列入個人程度考量，學習者依自己的能力選擇、分析、解讀廣告有助提升學習者興趣。（三）重視課題達成能力有助學習目標的達成。

關鍵字

JF日語能力指標；課程設計；廣告；達成度

並列摘要

Echoing with the developments of globalization, the Ministry of Education in Taiwan, to cultivate the international perspectives of Taiwanese teenagers, has recently worked on a series of policies about foreign language education. As the revolutionary policies gradually come to successes, it is necessary to re-evaluate the Japanese educations which are aimed at beginners. The college Japanese courses following Japanese curricula of senior high school are especially worthy of being thoroughly examined.JF Japanese proficiency criterion places an emphasis not only on what aspects of grammar are taught in ”College Foreign Languages: Japanese,” but also on what activities learners are able to use Japanese to conduct after their language learning. Therefore, the present study, based on ”JF Japanese Education Proficiency Criterion 2010,” incorporates advertisements into curricular designs for ”College Foreign Languages: Japanese IV” of China University of Technology, and conducts innovatively tentative teaching activities. The results show that the Japanese proficiency of the learners in the course differs. However, with this proficiency gap, some of the original low achievers benefit from the curriculum and make progress. The causes can be analyzed as follows:First, since advertisements can provoke affect ional and cognitive resonance, compared with textbooks, advertisements are more capable of helping learners acquire interesting and useful Japanese. Second, the scoring criterion takes individual proficiency into consideration. Learners can choose, analyze, and interpret the advertisements based on their own competence, which helps promote learning interests. Third, the emphasis on the achievement of issue mastery facilitates the attainment of learning objectives.