華語教師課堂意義協商策略研究

A Study of CSL Teacher's Classroom Strategies on Negotiation of Meaning

宋如瑜(Ju-Yu Sung)

《中原華語文學報》 18-19期 (2019/04) Pp. 75-104

摘要

本文旨在探討華語教師的課堂意義協商策略，其目的是提供師資培育參考。依據的理論有二，一是師生互動的三個假說：Krashen的語言輸入假說、Long的互動假說、Swain的語言輸出假說；二是「機構性談話」的分析框架。研究是以錄影等方式收集教學片段並轉錄成文字，而後採會話分析處理資料。研究發現建構教師意義協商的能力應分為兩部分：教師的語言輸入與師生互動。教師的語言輸入是指教師需以正確的形式、學生能理解的詞彙輸出訊息，此關乎教師選擇詞彙、設計話輪的能力。師生互動，則反映在序列組織及整體結構上。意義協商是在一定的序列下進行的，當互動受阻，教師便會調整語言，並藉由理解核實、要求澄清及確認核實等策略來引導學生提供更多的訊息，以化解溝通障礙。此外，由於師生社會角色、生長環境和語言程度的差異，教學中教師還要慎選話題、接納相異觀點、謙讓發話權、提供大量的回饋，同時應付介入課堂的種種因素。研究中列舉了諸多在教學現場需注意的細節，期能協助新手教師縮短摸索時間。

關鍵字

意義協商 ； 口語教學 ； 師資培育 ； 機構性談話

並列摘要

This study aims to investigate CSL teacher's classroom strategies on negotiation of meaning for enhancing teacher education. Two theoretical concepts were applied: first, interactions between students and teachers, which includes Krashen's input hypothesis, Long's interaction hypothesis, and Swain's output hypothesis. Second one is institutional talk. Conversation analysis is conducted in this study to analyze transcriptions collected through videotaped teachers' lessons. The research found teachers' negotiation of meaning can be discussed from two perspectives: the input of teacher's talk and student-instructor classroom interactions. The input of teacher's talk refers to accuracy and comprehensible, which is related with teacher's lexical choice and turn design. Student-instructor classroom interactions can be examined through sequence organization and overall structural organization. Meaningful negotiation also occurs at certain condition. When low student-teacher interactions occurs, the instructors would make adjustment of their language in accordance with comprehension checks, clarification request, and confirmation checks to guide students for enhancing comprehensive communication. Besides, due to the differences of student and teacher's social roles, living environments, and learner' language levels, instructors need to be aware of the selection of conversation topics, accept different point of views, provide the freedom of speech, give feedbacks, and handle the unpredictable classroom events. Finally, as a reference for novice teachers, the study also lists useful tips happened from real classroom.

並列關鍵字

meaningful negotiation ； spoken language instruction ； teacher education ； institutional talk

參考文獻

宋如瑜（2013）。會話分析下的華語教師課堂語言研究。國立臺北教育大學語文集刊，（24），39-90。

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