內容與語言整合學習（CLIL）融合任務型語言教學法（TBLT）之華語文教學設計發展研究

A Design-Based Research of Chinese Teaching: CLIL Integrate with TBLT

簡妤婷(YU-TING JIAN)

指導教授 ： 彭妮絲

中原大學/人文與教育學院/應用華語文學系/碩士(2022年)

https://doi.org/10.6840/cycu202201103

摘要

內容與語言整合學習（Content and Language Integrated Learning，簡稱CLIL）是一種將內容和語言學習相結合的學習方法，用目的語教授學科內容，同時學習語言與學科知識。CLIL 課程模式通過4Cs 架構，即內容（Content）、交際（Communication）、認知（Cognition）和文化（Culture），結合CLIL 語言學習三面向（Language of Learning、Language for Learning 及Language through Learning），確實地融入語言教學。本研究以CLIL 為框架，融入任務型語言教學法（Task-based Language Teaching，簡稱TBLT）設計專業華語課程之教學模式並歸納出流程圖，以烹飪與飲食文化為內容，包含實際操作及模擬情境之任務，增加華語教學的實用性與趣味性，鼓勵學習者運用華語思考並完成任務，透過內容融入語言教學以提升學習者華語口語能力。本研究採設計研究法設計教學模式，信效度方面注重三角交叉檢核（Triangulation），由教學實務經驗之同儕進行信效度檢視。本教學模式與研究建議期能作為專業華語課程之教學模式架構，教學單位或教學者可視學習者需求與校內設備，教授符合需求的專業知識內容，增添多元的任務活動。

關鍵字

內容與語言整合學習 ； 任務型語言教學法 ； 專業華語 ； 烹飪及飲食文化 ； 設計研究法

並列摘要

Content and Language Integrated Learning (CLIL) is a learning method that combines content with language learning. The content of subjects is taught in the target language. The students can both learn the target language and the knowledge of the subjects. The CLIL curriculum model adopts the 4Cs framework (Content, Communication, Cognition, and Culture), and it also combines the three aspects of CLIL language learning: Language of Learning, Language for Learning, and Language through Learning, to integrate into language teaching. This study uses CLIL as the framework, integrates with Task-based Language Teaching (TBLT) to design teaching models of Chinese for Specific Purposes (CSP) curriculum and sums up the flow chart. These curriculums adopt cooking and food culture as the content that includes practical and simulated situational tasks to increase the practicality and interest in the class. The purpose is not only to encourage learners to think in Chinese and complete tasks, but also to enhance learners' oral ability. This research adopts “Design-based Research” to design the teaching model. In terms of reliability and validity, the study uses Triangulation. The study is checked by teachers who have practical experience in teaching Chinese. Finally, the author expects this teaching model can be used in CSP courses. The content can be changed that according to learners' needs and the equipment of the school by teachers or teaching institutions, to offer various tasks and practice in the course.

並列關鍵字

CLIL ； TBLT ； CSP ； Cooking and food culture ； Design-based research

參考文獻

翁穎哲、譚克平（2008）。設計研究法簡介及其在教育研究的應用範例。科學教育月刊，307，15-30。

Cenoz, J., Genesee, F., & Gorter, D. (2014). Critical analysis of CLIL: Taking stock and looking forward. Applied Linguistics, 35(3), 243-262. https://doi.org/10.1093/applin/amt011

參考書目

華文文獻

王俊明（1999）。問卷與量表的編製及分析方法。載於張至滿、王俊明主編，體育測驗與評價（139-158頁）。中華民國體育學會。