雙聯學位越籍留臺生之初級華語寫作教學研究─以應用文為例

A Study on Teaching Joint Dual Degree Vietnamese Students in Beginning Mandarin Practical Writing

李怡彥(Yi-Yen Lee)

指導教授 ： 廖宜瑤

中原大學/人文與教育學院/應用華語文研究所/碩士(2013年)

https://doi.org/10.6840/CYCU.2013.00376

摘要

本文旨在透過以補救課程為形式的初級應用文寫作教學，提升越南留學生的華語能力。以在越南學習過兩年華語，具有基本的聽、說、讀能力，但寫作能力較弱的越南雙聯學位大學生為研究對象。教學內容包括中文寫作格式、標點符號以及便條、啟事、書信、簡歷四大類之生活應用文。
本研究採「行動研究法」，進行為期十週，一週兩小時的教學。資料蒐集方式包括問卷調查、隨機訪談、課堂觀察記錄、課後反思、前後測與學生作品。研究者首先調查學習者的寫作態度、方式、需求與難點，接著選擇與應用文特點相符之寫作教學法進行教學，然後探討教學實施時的難點與注意事項，以及透過課程可達到的成效為何，最後瞭解學習者對課程有何評價。
研究結果顯示，越籍雙聯學位留臺生在詞彙語法方面受母語影響極大，而寫作內容的優劣與其背景知識與生活經驗相關，雙聯學位生現階段的寫作需求為學習生活化的主題，但未來可結合其系上專業課的寫作；教學法方面，綜合運用體裁寫作教學法、任務型寫作教學法、過程寫作教學法、控制型寫作教學法可達到良好的教學效果；整體來看，應用文寫作課程有其成效，依學習者於寫作標準各項目進步幅度多寡排序為「內容」、「篇章結構」、「格式標點」、「詞彙」、「語法」、「漢字」。而學習者對於寫作課程的評價亦持正面態度。最後根據研究成果與結論提出相關建議，以提供未來有興趣從事初級應用文寫作教學之教師參考。

關鍵字

應用文寫作教學 ； 初級華語教學 ； 越籍留臺生 ； 雙聯學位

並列摘要

The objective of this study is to use practical writing remedial courses to enhance the mandarin skills of these joint degree Vietnamese university students. The research participants in this study are joint dual degree Vietnamese university students who had studied Mandarin for two years in Vietnam, have basic listening, speaking and reading abilities, but are weak in writing. The Mandarin remedial course consisted of Chinese writing formats, punctuation marks, and lessons of four basic practical writing types for everyday life: memos, notices, letters, and resumes.
This study adopted the “Action Research” approach, the length of which spanned ten weeks, for two hours per week. Data was collected via questionnaires, sporadic interviews, in-class observations, after-class self-reflection, pre- and post-testing, and student written work.
This article first examines the attitudes, methods, demands, and difficulties of students while writing; next, discusses the writing pedagogy that complemented the characteristics of practical writing; then, discusses the difficulties and areas that require particular attention when teaching; then, examines the effectiveness of this curriculum; and finally, seeks to understand the student evaluations for these classes.
The results indicate that the grammar and vocabulary of joint dual degree Vietnamese students are greatly influenced by their native language. The quality of the content of their writing is related to background knowledge and life experiences. These students currently require language topics for everyday life. In the future, however, they will require the appropriate writing skills for their discipline and profession. The application of “Genre-based Teaching Approach”, “Task Approach”, “The Process Approach”, and “Controlled Composition” had a positive effect on learning. Overall, the writing course is effective, and the magnitude of effectiveness by measures of writing ability, in decreasing order, are as follows: content, discourse structure, format and punctuation, vocabulary, grammar, and Chinese characters. Moreover, the students evaluated the writing course positively as well. Finally, based on the research results and conclusions, there are suggestions included for teachers interested in teaching beginner’s practical writing.

並列關鍵字

Vietnamese Students in Taiwan ； Mandarin Practical Writing ； Beginning Mandarin Teaching ； Joint Dual Degree

參考文獻

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