法國中學外語教學研究—以格勒諾柏華語教學為例

The Study of Foreign Language Learning in French Secondary School – The Chinese Teaching in Grenoble as Example.

張仲庭(Chung-Ting Chang)

指導教授 ： 黃照耘

國立暨南國際大學/教育學院/國際文教與比較教育學系/碩士(2016年)

摘要

在現今的社會中，一個國家的發展與世界各國之交流息息相關。除了經濟層面外，與各國之交流互動亦為重要。而語言，則是各國間溝通的工具。由此可見外語教育對國家發展的重要性。而由外語教育政策可以看出其國家對於國際情勢的掌握與國家發展的積極面向。本研究主要基於研究者學習法文以及法國教育制度經驗，並於高中擔任第二外語法語教學；於是，研究者亦想瞭解法國在外語教學上的方式與特色。在研究方法上，本研究採用訪談法以及參與觀察法，實地觀察法國漢語教學的現況。以法國漢語教師為例是基於目前國際趨勢、中國的經濟起飛、全球的華語熱以及研究者本身語言能力的限制。

本研究有以下結論：一、法國華語教師其專業背景影響其教學方式。二、法國學生的學習積極與主動性影響整體教學成效。三、華語教師使全華語之教學環境可提升學生學習成效。四、法國華語教師師資分配不均阻礙華語教學發展。

根據上述的研究歸納與結論，本研究針對華語教師、外語教學以及未來研究提出若干建議。

關鍵字

法國 ； 法國外語教學 ； 法國華語教學 ； 法國漢語教師

並列摘要

In now day’s society, the development of a country and the other countries in the world are closely related. In addition to the development of economic dimension, the communication between countries is also important. The tool to communicate with other countries is languages. From which, we can tell the importance of foreign language policy within every countries. And we can also tell that how much a country understand the international situation and how much a country’s initiative in national development.
This study is based on researchers’ French learning experience, learning of French education system, and also in the practice of teaching French as a second foreign language in secondary school. This study used documentary analysis, interview and participant observation method. Seeing how the Chinese teachers in France teach Chinese. There are three reasons which makes the researcher chosen “Chinese teacher system” as example. First, it is based on the international situation of China's economy rising. Second is the situation of “Chinese as a popular language” in the world. And finely, the limitation of researcher’s language ability.

The conclusions are derived from this dissertation as follows: 1. The profession of teacher do effect their teaching methods. 2. The positive initiative of French students in learning affect the overall effectiveness of teaching. 3. Making an “all Chinese environment” can elevate the learning of all students. 4. The uneven distribution of Chinese teacher hinder the development of Chinese teaching.

Base on the findings and conclusions above, this research submits some suggestions in Chinese teachers, foreign language teaching, and future researches.

並列關鍵字

France ； Foreign Language Learning in France ； Chinese teaching in France ； Chinese teacher in France

參考文獻

一、中文部分

王文科、王智弘（2008）。教育研究法。台北：五南。

白樂桑（2005a）。法國漢語教學歷史沿革與現狀上。法語學習，2，11-14。

白樂桑（2005b）。法國漢語教學歷史沿革與現狀下。法語學習，3，7-10。

白樂桑（2011）。漢語：崛起的語言2010-2011年度漢語教學現狀。孔子學院，4，56-59。取自http://www.cim.chinesecio.com/hbcms/f/article/info?id= 19d551f6391a498abdfaf114106f0776http://www.cim.chinesecio.com/hbcms/f/article/info?id=19d551f6391a498abdfaf114106f0776