Level-1の日本語活動の試み

Level-1日語活動設計初探｜A Study of Teaching Level-1 Japanese as a Second Foreign Language

陳姿菁(Tzu-Ching Chen)

《輔仁外語學報》 19期 (2022/07) Pp. 133-160

摘要

本研究は高校第二外国語としての日本語授業に関する教学活動の実践結果を報告する。内容は新学習指導要領の第二外国語の学習指導要領を参考に、Level-1の学習者を対象にデザインした。第二外国語の学習指導要領は4段階に分かれており、背景理論はヨーロッパ言語共通参照枠（Common European Framework of Reference for Language, CEFR）に基づき作られたものである。各学習段階の学習項目は「Can-do」で示され、学習効果及び応用能力の育成が重視されている。第一段階、すなわちLevel-1は、言語の入門段階に位置づけられ、その学習目標はかなの発音や識別ができるようになることであり、さらに非常に基礎的な短い語句を応用し、インターアクションをとったりコミュニケーションを行ったりすることである。本研究の活動デザインは新学習指導要領の精神に基づき、第二言語習得理論を参考に作成した。教学活動には新しい語彙の学習の外、既習語彙を使って簡単な表現をすることに重点を置き、学習活動の柔軟性を高めた。結果として、学習者から活動に関して肯定的な評価が得られた。当実践の成果が新学習指導要領を実施する際の一例になれば幸いである。

關鍵字

第二外国語の学習指導要領 ； Level-1 ； CEFR ； Can-do ； 高校第二外国語としての日本語

並列摘要

本研究旨在分享高中第二外語日語課程教學活動的實踐結果。教學活動參考十二年國民基本教育第二外國語文領域的課綱，以Level-1程度的學習者為對象，設計數字到一日作息的學習活動。新的第二外國語文領域課綱共分四個階段，設計理念源自於歐洲語言學習、教學、評量共同參考架構（Common European Framework of Reference for Language, CEFR），各學習階段的學習項目和達成目標以「Can-do」的模式呈現，重視學習成效與應用能力的培養。第一階段（Level-1）是語文的入門，就日語學習而言，目標在於學會辨識字母語發音，能理解並運用非常基礎的簡短語句做簡單的互動與溝通。本研究的教學設計除了秉持課綱精神，也援用了二語習得理論背景的教學步驟。除了學習新的詞彙外，教學活動也重視應用習得的詞彙進行簡單的表達，讓學習彈性且多元。實踐結果顯示，學習者對教學活動給予肯定的評價。本研究希望此實踐案例的成果能作為活動設計的參考。｜This study aimed to share the practical results of teaching activities in Japanese as a foreign language in senior high school. The teaching activities refer to The Second Foreign Language Curriculum and were designed for Level-1 learners. The Second Foreign Language Curriculum is divided into four phases. The design concept was derived from the Common European Framework of Reference for Language (CEFR). The achievement of goals is presented in "Can-do" statements which emphasize the cultivation of learning effectiveness and application ability. The first stage is "Level-1," which is the beginner novice level of language learning. As far as Japanese language learning is concerned, the goal is to learn to recognize the pronunciation of the kana and to understand and use simple basic phrases needed for simple inter-actions and communication. The teaching activity design adheres to the spirit of the curriculum; furthermore, it invokes the second language acquisition theory. In addition to learning new vocabulary, teaching activities applied the vocabulary students had already learned for basic communication, and were designed to be flexible. As a result, learners gave positive evaluations of the teaching activities. It is hoped that the results of this exploratory research will provide a reference for the design of future activities.｜This study aimed to share the practical results of teaching activities in Japanese as a foreign language in senior high school. The teaching activities refer to The Second Foreign Language Curriculum and were designed for Level-1 learners. The Second Foreign Language Curriculum is divided into four phases. The design concept was derived from the Common European Framework of Reference for Language (CEFR). The achievement of goals is presented in "Can-do" statements which emphasize the cultivation of learning effectiveness and application ability. The first stage is "Level-1," which is the beginner novice level of language learning. As far as Japanese language learning is concerned, the goal is to learn to recognize the pronunciation of the kana and to understand and use simple basic phrases needed for simple inter-actions and communication. The teaching activity design adheres to the spirit of the curriculum; furthermore, it invokes the second language acquisition theory. In addition to learning new vocabulary, teaching activities applied the vocabulary students had already learned for basic communication, and were designed to be flexible. As a result, learners gave positive evaluations of the teaching activities. It is hoped that the results of this exploratory research will provide a reference for the design of future activities.

並列關鍵字

第二外國語文課綱 ； Level-1 ； CEFR ； Can-do ； 高中第二外語｜Second Foreign Language Curriculum ； Level-1 ； CEFR ； Can-do ； Japanese teaching in senior high school

參考文獻

国際交流基金（n.d.）『JF 日本語教育スタンダード』〈https://jfstandard.jp/summary/ja/render.do〉（2022 年 2 月 26 日）

國家教育研究院（2014a）《十二年國民基本教育課程發展建議書》。https://ws.moe.edu.tw/001/Upload/23/relfile/8006/51082/5dcfe708-8956-4324-867e-564fdecbe001.pdf（2022 年 2 月 26 日）

國家教育研究院（2014b）《十二年國民基本教育課程發展指引》。https://ws.moe.edu.tw/001/Upload/23/relfile/8006/51083/c1f743ce-c5e2-43c6-8279-9cc1ae8b1352.pdf（2022 年 2 月 26 日）

教育部（2018）《十二年國民基本教育課程綱要國民中學暨普通型高級中等學校語文領域 - 第二外國語文》。https://www.k12ea.gov.tw/files/class_schema/%E8%AA%B2%E7%B6%B1/9-%E8%8B%B1%E8%AA%9E%E6% 96%87/9-4/%E5%8D%81%E4%BA%8C%E5%B9%B4%E5%9C%8B%E6%B0%91%E5%9F%BA%E6%9C%AC%E6%95%99%E8%82%B2%E8%AA%B2%E7%A8%8B%E7%B6%B1%E8%A6%81%E5%9C%8B%E6%B0%91%E4%B8%AD%E5%AD%B8%E6%9A%A8%E6%99%AE%E9%80%9A%E5%9E%8B%E9%AB%98%E7%B4%9A%E4%B8%AD%E7%AD%89%E5%AD%B8%E6%A0%A1%E8%AA%9E%E6%96%87%E9%A0%98%E5%9F%9F%EF%BC%8D%E7%AC%AC%E4%BA%8C%E5%A4%96%E5%9C%8B%E8%AA%9E%E6%96%87.pdf（2022 年 2 月 26 日）

陳姿菁（2019）「台湾の高校における第二外国語としての日本語の教室活動の試み―日本語パートナーズの支援を例に―」『台湾日本語文学報』,46, 91-115.