Chinese Course Design by Applying Foreign Language Learning Theories & Approaches

華語教學課程設計－外語教學理論與方針的應用

陳雅齡(Ya-Ling Chen) ； 陳志媖(Chih-Yih Chen)

《真理大學人文學報》 6期 (2008/04) Pp. 195-208

https://doi.org/10.29962/TOJA.200804.0010

摘要

本研究是針對美國德卅大學的十五位交換學生做一份華語課程的設計。傳統的外語教學傾向於語言的結構觀，課堂上以文法練習與課文講解為主。現代的外語教學則傾向於語言功能觀，強調語言以溝通為主要目的。課程中希望建立自然的語言情境，訓練學生聽說讀寫的綜合能力。本研究作者基於上述的外語教學理論，分析先前華語學生的問卷調查結果，考慮短期語言課程的特殊性質，期盼課程的設計能反映整體的語言功能觀。

關鍵字

結構觀 ； 功能觀 ； 自然學習法

並列摘要

This study reports a course design of Chinese as a Second language targeting a group of foreign exchange students from University of Texas, U.S.A., who are about to arrive in May, 2008. The author reviews foreign language theories and approaches and drew up her previous experience in teaching beginning Intermediate Chinese at Aletheia University. From that experience, the author had once conducted a survey and asked foreign students to score various teaching materials according to their level of difficulty and various teaching activities according to their level of interest. In this paper, the author would like to emphasize the significance of the survey results to improve the possibility of teaching effectiveness in the forthcoming course. Traditional foreign language teaching takes a structural view; students are asked to do a lot of reading analysis, grammatical exercise, as well as translation practice as part of class activities. Modem major trends such as the Natural Approach, Total Physical Response, or the Communicative Approach take a communicative or functional view. Students develop oral skills through a lot of listening input; reading and writing proficiencies come as secondary tasks, derived from transfer of primary goals of oral and listening proficiencies. To meet the goal of this intensive language course, the teacher takes a modem communicative/functional view with a direct and communicative method after evaluating foreign language learning theories and strategies.

並列關鍵字

course design ； structural view ； communicative/functional view ； the Natural Approach ； Total Physical Response ； the Communicative Approach ； the Direct Method