自媒體環境中之中文教學實踐與學習自主性表現：一個民族誌研究

透過播客、YouTube影片或是微博（WeBlog）等「自媒體」（We Media, Bowman, S., & Willis, C., 2003）進行中文教學，與傳統課室環境中的中文教學大有不同，除了教學媒介工具的差異外，更包括了其中活動的人們對於教與學均抱持著不同於以往的態度，教與學雙方的角色與責任皆因場域的改變而需重新定位。在課堂之外，面對學習者從個人到語言學習上的全面自主，自媒體中文教學者如何依據其教學平台特性持續促進學習者的語言學習？而學習者表現出的學習自主性呈現何種樣貌？在中文教學自媒體上教與學雙方如何互動，又有何得失？本研究藉民族誌研究方法，以敘事資料形式記錄了作者以資深華語教師身份與知名中文教學YouTuber團隊合作三年，於自媒體中文學習平台「伯樂」(化名）上的教學互動經驗。田野調查過程中所獲取的其他研究資料來源包括：與關鍵訊息提供者，即中文教學YouTuber團隊的兩位主要成員的日常談話、合作過程及半結構式訪談。另有五位自願接受訪談的學習者提供其經歷與看法。為深入探究自媒體環境下的教學與學習自主性，本研究援引學習自主性研究大家班森（Benson，2001）及後教學法之集大成者庫瑪（Kumaravadivelu，2003）的理論架構，就上述田野調查資料進行解構、解釋和重構。研究發現，在教學者一端，透過品牌的建立、團隊合作與教學者形象的塑造，在充滿商業娛樂氣息的自媒體平台上，教學導向之影音學習素材仍可獲得觀眾青睞，並以後教學法框架加以理論化；而學習者端的學習自主性則因為能在完全自主與部分自主之間挪移而得到更完整的呈現，在選擇學習資源時，更多從消費習慣及個人好惡出發，對學習內容有更高的掌控度之餘，也呈現一種疏離感，欠缺同儕及師生互動。最後，自媒體上的語言教學與課室同樣，也受到社會性因素，如法規，以及政治性因素，如媒體社群文化之干擾，教學者的期望與學習者的反饋之間亦存在落差。值此數位學習方興未艾之際，相信本研究對未來包括華語師資培育在內的相關研究與教學實踐亦提供了些許建議與啟示。

關鍵字

華語教學；學習自主性；後教學法；自媒體中文教學；民族誌

並列摘要

Teaching and learning Chinese through “We Media” platforms such as podcasts, YouTube videos, or WeBlog (Bowman, S., & Willis, C., 2003), is not like teaching and learning in conventional classrooms. Not only is the mediation different, but peoples’ attitudes toward such “learning environments” is also distinct. Both students and teachers gain a high degree of autonomy in this learning environment while also freeing themselves from the traditional roles of learners and educators. How can learners’ autonomy (Benson, 2001) be stimulated and performed in an on-line Chinese learning platform? What are the benefits and downsides for learners who have full learner autonomy when using on-line learning sources? How do online learners interact with Chinese language teaching YouTubers? This study adopts ethnographic methods to capture (in a form of narrative data) the author’s three-year experience working side-by-side with two Chinese language teaching YouTubers and five online Chinese language learners who utilized We Media teaching platforms. Drawing on Benson (2001) and Kumaravadivelu (2003), this study deconstructs, interprets, and reconstructs the narrative data in order to derive assertions as to how learner autonomy performs in an on-line learning environment. Three assertions are proposed, firstly, a Chinese-teaching YouTuber is considered to be an internet celebrity rather than an educator; secondly, online learner autonomy can sometimes be better satisfied through choosing a more structured teaching framework rather than the largely self-directed learning strategies of many We Media platforms; and thirdly, autonomous learning online can still be impacted by the same “political and social” factors present in physical classrooms such as local censorship and copyright laws. Implications and suggestions for research and practice are also discussed, including how Chinese language teacher education could meet the challenge of alternative practice in digital contexts.