語法字圖卡導入初級華語句型練習之行動研究

本研究透過語法字圖卡導入初級華語句型練習，了解語法字圖卡在華語課堂上的應用對於學習者學習語法成效之高低。筆者在華語課堂上實際執行語法字圖卡，透過圖示解釋語法以幫助學習者理解語法之意義，筆者並設計語法活動讓學習者實際演練以熟悉語法的運用，如：造樣造句、排句練習、聽說問答練習、看圖造句等，透過大量的口說活動使學習者反覆練習語法，逐漸熟悉後能使用語法並主動地輸出句子。本研究採行動研究法，透過「行動」與「研究」結合為一，每次實驗針對過去的經驗再次獲得新經驗，一步步地調整與修正，直到問題真正地解決。本研究一共有三次行動研究，研究範圍包括二語及外語學習環境，研究對象包括兒童及成人學習者。筆者根據每次的教學實驗進行教學設計，並配合語法項目設計適合的活動。研究結果顯示，在華語課堂中使用語法字圖卡並配合活動進行句型練習能幫助學習者說華語。在語法活動練習方面，透過反覆的語言輸入與輸出練習，學習者對於訓練內容的反應活躍且熟悉。筆者希望在研究過程中可以找到一套適用於不同年齡學習者的華語教學模式，在前人的努力與筆者自身的調整下，能為不同年齡層的班級找到規律性的教學模式，並且這套教學模式可以跳脫華語語法句型練習的限制，讓學習者能在輕鬆、歡樂的學習環境下，同時也操練了語言的聽與說能力。

關鍵字

字圖卡教學；華語句型練習；第二語言學習

並列摘要

The study introduces word-picture card to practice Chinese sentence pattern. To understand the effectiveness of applying word-picture card in Chinese classrooms to learners learning grammar. The author truly implements word-picture card in the Chinese class, explaining grammar through images to help learners understand the meaning of grammar. The author also designs activities for learners to practice in order to familiarize with the using of grammar, such as: sentence making, sentence arranging, listening and questioning, looking pictures and making sentences, etc. Through a large number of oral activities to let learners repeatedly practice grammar, after then, they gradually become familiar with it and then they can use grammar and actively output sentences. The study adopts the action research method, through the combination of "action" and "research", each experiment obtains new experience based on past experience, and adjusts and revises step by step until the problem is truly solved. There are three action researches in this study, covering the second and foreign language learning environment, and the study objects include children and adult learners. The author conducts teaching design according to each teaching experiment, and designs suitable activities with the grammar projects. The study results shows that using word-picture card in conjunction with activities in Chinese classrooms can help learners to speak Chinese. In terms of grammar activities, through repeated language input and output exercises, learners are more responsive to the training content. In the research process, the author hopes to find a set of Chinese teaching mode which is suitable for learners of different ages. With the efforts of predecessors and the author's personal adjustment, a regular teaching mode can be found for classes of different age groups and the teaching mode can escape the limitation of Chinese grammar sentence practice pattern, allowing learners to practice both listening and speaking skills in a relaxed and joyful learning environment.