培養日語對話能力的「自創對話」之教學方案

如名嶋(2011)所言；『對話乃人們為達成某目的之一種社會相互交往行為』，而日語會話教學的重點則在教導學習者，如何在會話情境演變過程中準確掌握並適切對應。特別是在對話角色扮演教學，除發音、文法及語彙的教授之外，也教導其如何在交叉對話中如何從容面對新情境進行表達。為此，應在早期就該重視與教導他們，用怎樣的表達態度將適切文詞表達出來。本文乃依據上述觀點，針對在大學中級日語學習者的對話，及實際上造成對話學習的障礙問題點，透過對話相關表達的態度及該當下情境所表達的語句兩個面相進行研討後，彙整提出此一會話教學方案。首先，為探究對話障礙問題點實況，先研究受驗者所自創的對話角色扮演之原稿實例，並驗證其表達的態度與表達的語句雙面相。進而思索如何藉由學習者的對話書寫練習，來培養其對話能力並從而衍生更大效益。透過學習者自創對話及自我推敲思考練習，可增進其對話時表達的自信，並預期在實際對話場合中彰顯出該效果。個人認為，相較以往的教導方式，只讓他們在會話場合唸出其所學過的語彙、句型，如今要求他們學習，如何掌握會話進行中的脈絡、微妙變化，並能自然而然反應的積極度，而此才是本教學的真正價值所在。

關鍵字

對話能力；對話角色扮演；自創對話；表達態度；文詞表達

並列摘要

As Mr. Najima(2011) said: ”The act of communication is a social interaction of people to achieve certain goales”. Therefore, the point of our conversation classes is to teach the students to act and respond properly and correctly in these social interaction activities. Besides the teachings of phonetics, grammar and vocabulary, we offer a role-play activity, so that the students, as the role he plays in the self -created scenarios, may learn how and what to express them-selves properly and correctly under different circumstances. And this, we believe, is important that they should learn as early as possible.Based on the above-mentioned viewpoints, we bring up this article focusing on the invented dialogues to help solve the problem and difficulties bound by the students of the Japanese conversation classes of inter-mediate level from two aspects ”the action-options and the expression-options” in their invented dialogues.By examining the contents of their invented dialogues, we point out and correct the mistakes of the action-options vs. expression-options in the scenarios of the dialogues and hoping that they may accomplish the communication skills by such practices.