泰語母語者之華語自動化口說教材設計研究

根據研究者在泰國學習華語的經驗，深知具備自然流利的華語口說能力對增強泰國人的競爭力十分有幫助，因此，就研究者本人的經驗來看，學華語的泰國人日益增加。對於在泰國學習華語的學生來說，由於周圍環境都是泰國人，因此較沒有使用華語的機會，導致學習的熱情慢慢消退，最終放棄學習。研究者就讀研究所時期，有機會使用艾爾科技股份有限公司的「MyCT我的口說家教」系統，該系統藉由不斷地聆聽與複述的學習模式來培養口說能力，並且通過自動語音分析系統分析使用者的發音，指出問題出現在哪一個字、哪一個音節。由於該系統提供評分回饋以及改善建議，方便自主練習，可有效降低學習者的焦慮感。為此，本研究的目的是針對泰語為母語者編輯日常華語口說教材，並運用MyCT系統讓學習者自學標準中文發音。本研究首先透過文獻分析法瞭解華語教材編寫的相關理論與基礎，探討泰語為母語之華語學習者常見的語音偏誤，作為發展教材内容之參考依據。同時根據ASSURE教學設計模式，結合數位教材製作AME設計模式為設計泰語母語者華語自動化口說教材。為了深入理解學習者對於教材設計方面及使用方面的看法，本研究透過與研究對象的深度訪談檢視教材的優缺點。訪談結果得出受訪者一致對該教學系統提供的發音診斷與評分功能給予相當高的評價，不但可以比對老師的正確發音，還可以參考3D動畫，了解發音的正確要點，除此之外，受訪者也提到本教材不受地點與時間的限制，可以隨時隨地學習，並有彈性的規劃學習時間。缺點方面，建議增加隨堂測驗，供使用者做額外的練習。希望此研究能對泰國華語學習者、華語教學領域的教師以及學生在華語自動化口說教材設計與發展方面有所幫助。

關鍵字

泰語母語者；華語口說；教材設計； MyCT

並列摘要

According to the researcher studied Chinese in Thailand and knows that Chinese has created many important business and employment opportunities in Thailand and that having a natural fluency in speaking Chinese is very helpful in enhancing the competitiveness of Thais. For students learning Chinese in Thailand, their enthusiasm for learning Chinese slowly fades and they eventually give up because they are surrounded by Thais and therefore have less opportunity to use Chinese. Researchers attend graduate school and have the opportunity to use the MyCT, My Chinese Tutor, which was pioneered by L LABS INC. The system uses a continuous listening and repetition learning method to develop speaking skills, and an automatic phonetic analysis system that analyzes the user's pronunciation and identifies which words and syllables are problematic. The system provides feedback on scores and suggestions for improvement, facilitating independent practice and reducing learner anxiety. To this end, this study aims to develop a daily Chinese speaking instructional material for native Thai speakers and use the MyCT system for self-learning of standard Chinese pronunciation. The first step of this study was to understand the theories and foundations of Chinese language instructional material development through literature analysis, and to explore the common phonetic errors of Thai native speakers as a reference for developing the content. In addition, the design of the teaching materials was based on the ASSURE teaching design model and the AME design model for digital teaching materials. In order to understand the learners' perceptions of the design and use of the materials, the study examined the strengths and weaknesses of the materials through in-depth interviews with the study participants. In addition to the ability to compare the correct pronunciation of the teacher and to watch 3D animations to understand the correct pronunciation, the respondents also mentioned that the material is not limited by location and time, so that they can learn anywhere, anytime, and have the flexibility to plan their learning time. In terms of disadvantages, it is recommended to add a quiz for users to do additional practice. It is hoped that this study will be useful for teachers and students in the field of Chinese language teaching, and in the design and development of Mandarin Chinese Automated Speaking Materials.