華語文課堂運用歌曲進行教學、強化詞彙記憶之教學設計與實踐

透過歌曲學習語言是個有趣的方式，但許多華語學習者在聆聽中文歌曲時，其實對歌曲內容是一知半解的。如何在華語課堂中，幫助不同華語程度的學生，透過歌曲學習華語，但學習過程中，不受到聲調影響而能完全理解歌詞意義?此論文主要探究了該如何在不同程度的華語課堂中，設計出合適的歌唱教材，並順利安排不同的歌曲教學流程，甚至是讓學生可以依自己的程度，在改編歌詞或是改編歌曲故事的過程中，而達到真正的理解並建立成就感。筆者在此篇論文中，主要使用的是行動研究法，前後總共施行了三次教學研究。前兩次的教學行動研究，筆者於台灣中部某大學華語班的入門班、初級班及進階班，使用了課文改編歌詞或是歌曲故事改寫的引導方式，幫助學生可以排除Krashan第五項假說中的「情感焦慮」，並且可以在「i+1輸入假說」的前提下，順著簡單的旋律，讓學生在學習過程中，對歌曲產生大腦的「低迴效應」，再藉由數位化教學軟體的輔助，修正學生的發音方式並且強化語言記憶，進而活用所學。而第三次的教學行動研究，筆者則是針對入門班至初級班程度的學生，獨立開設為期一個月的「歌唱華語班」，課堂教學內容分為兩個部分，第一部份為複習《當代中文課程第一冊》，主要使用筆者自編的課文改編歌曲進行教學，第二部分為中文歌曲的賞析與分享。筆者希望可以在研究的過程中，可以為「歌曲教學法」找到一個新的定位，在前人的努力與自己的調整下，可以為不同華語程度的班級，找到規律性的教學流程，並且可以跳脫傳統華語課堂上歌曲教材的限制，讓學生可以在輕鬆、歡樂的歌唱過程中，同時也操練了語言的「聽」、「說」、「讀」、「寫」、「打」的能力。

關鍵字

歌唱教學法；行動研究；強化詞彙記憶

並列摘要

Learning a new language with songs is an interesting way to learn, however, many Chinese language learners will not fully understand the content they are listening to. This research helps students of all levels to learn Chinese through songs in the Chinese classroom, but in the process of learning, they will fully understand the meaning of the lyrics without being affected by the tone it is delivered in. This paper mainly explores how to implement songs into different levels of Chinese language classrooms. In this paper, the author used action research methods and performed three teaching experiments. In the first two teaching action research, the author used the text to adapt the lyrics, or asked students rewrote the song story to help students comprehend the songs. According to the fifth hypothesis of Krashan. "Emotional anxiety", and under the premise of "i+1 input hypothesis", along with simple melodies, students can have a "Din effect" on the song during the learning process, and then use digital teaching software to correct the student's pronunciation and strengthen the language memory. For the third teaching action research, the author performed a one-month "Learning Chinese with songs" Chinese class. The class lessons were divided into two parts per time. The first part is a review of the Chinese Course, mainly using the author's self-edited texts to adapt songs for teaching, while the second part is the appreciation and sharing of Chinese songs. The author hopes that in the process of research, we can find a new method for "Teaching Chinese with songs". It could break us away from the limitations of song textbooks in traditional Chinese classrooms. Students can practice the ability to listen, speak, read, write and type in the process of singing in a relaxed and joyful manner.