華語文讀寫讀本暨教學研究－以系統功能語言學理論為基礎之探究

A Study of Chinese Texts, Reading and Writing from the Systemic-Functional Linguistics Perspective

彭妮絲(Ni-Se Peng)

《臺北市立大學學報.人文社會類》 44卷2期 (2013/11) Pp. 33-62

https://doi.org/10.6336/JUTh/2013.44(2)2

摘要

系統功能語言學能夠清楚闡明語言和語境之間的關係，本研究採文體功能寫作教學法教國際學生寫作，著眼於語境詮釋，幫助學習者來取得社會文化所萃取的文體、論述及文本，進而選擇合適的寫作風格，期利用由上而下的方式，啟迪更多由下而上的學習。再者，Halliday指出技術性詞彙的包裝是一種透過文法重塑經驗的隱喻，而重塑或技術建構的過程則涉及語法資源的運用。本研究以22名越南生為對象，進行讀本及教學研究。研究一之教材研究方面，以系統功能語言學（SFL）理論為基礎進行華文讀本分析，讓實驗組與對照組分別閱讀SFL讀本與傳統讀本，閱讀文本後隨即進行後測閱讀理解測驗。結果顯示，實驗組的作答時間多於對照組，顯見閱讀SFL讀本同學花費更多的時間閱讀及作答；在文章結構讀本與文化讀本，兩種不同類型讀本閱讀方面，不論實驗組還是對照組，在閱讀文化讀本的時間均大於文體結構讀本。整體而言，實驗組閱讀理解表現較佳，亦顯示SFL讀本結構可促進學生閱讀理解。其次，研究二之教學研究方面，結合引導—發現教學、概念圖應用自由書寫、範文仿寫、比較法協助正向遷移等課題進行探究，重點在透過師生間以及學生同儕間的互動，逐步地幫助學生發展聽、說、讀、寫的能力，期探索一個適用於華文讀寫教學的語文教學模式。

關鍵字

華語文讀寫教學 ； 閱讀理解 ； 系統功能語言學 ； 文體教學 ； 技術性建構 ； 語體組織

並列摘要

Systemic-Functional Linguistics (SFL) can help learners understand the relation between language and context. This study, therefore, takes the genre-function method for teaching writing to overseas students, with an emphasis on the interpretation of linguistic situation and help students to grasp the socio-culturally emerging texts, and learn through these texts the proper writing styles. It is hoped that this bottom-up approach will inspire more like-minded approaches. Likewise, Halliday points out that technical terms are metaphors of experience reshaped by grammar through a process involving the utilization of syntax resources. Twenty-two Vietnamese students were chosen to undertake a research concerning texts and teaching. The first part of it is about texts. Students of the control group and the experiment group were provided with texts from SFL-based textbooks and ones from traditional textbooks respectively. A post-test of reading comprehension was conducted right after they finished reading and the results showed that the experiment group needed more time than the other to answer questions, meaning that SFL textbooks take more time to read; as to the genre aspect, both groups took more time reading cultural texts than descriptive texts. The overall conclusion is, the experiment group had a better understanding and that the SFL-based texts can improve learners' reading comprehension. The second part is about teaching. In order to support positive learning transferring, it looks into the application of guiding-discovering method, concept map, free-writing, text-copy writing, and comparative method. The points are, by increasing the student-teacher and student-student interaction, to help students develop their abilities of listening, speaking, reading, and writing, and to explore a suitable mode for teaching Chinese.

並列關鍵字

Chinese reading & writing ； Chinese reading comprehension ； systemic-functional linguistics ； genre teaching ； technicality construction ； genre organization

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