華語教師徵聘研究

Research on the Recruitment of Chinese Language Teachers

莊承翰(Chuang Cheng-Han)

指導教授 ： 曾金金

國立臺灣師範大學/國際與社會科學學院/華語文教學系/碩士(2020年)

https://doi.org/10.6345/NTNU202001145

摘要

本研究針對華語教學機構教師徵聘進行研究，目的為探討徵聘華語教師所側重的教師能力與特質。若以臺師大國語中心1956年創立算起，對外華語教學在國際上已發展了六十餘載，至今理論與實務已漸趨成熟。然而華語系地區、非華語系地區的對外華語教學機構，對於華語教師的需求不盡相同。
本研究以內容分析法、問卷調查法及訪談法為主。本研究針對30份華語教學機構發布之徵聘公告進行內容分析，瞭解各華語教學機構徵聘不同類型華語教師所訂定之條件的異同。問卷調查法共調查了56位華語教學機構人員，瞭解其對於華語教師所需具備能力及特質之看法。本研究之訪談法則由問卷調查法56位研究對象中，選擇4位華語教學機構之主管進一步訪談，藉此瞭解華語教學機構之徵聘需求。透過不同資料來源及受訪者的訪談內容，交叉分析徵聘公告的內容、問卷調查及訪談結果，可進一步瞭解華語教學機構人員、主管、資深教師對於華語教師應具備的能力之看法，及華語教學機構徵聘各職位的華語教師之規定。
研究結果如下：第一，華語教學機構徵聘華語教師時，多要求應聘教師提供200小時以上的任教時數證明；徵聘公告中，最多機構要求檢附或側重的資料依序為：履歷表當中的｢教學資歷｣、任教時數證明、推薦信當中的｢交際能力｣。第二，本研究問卷所列的各能力項目當中，最受華語教師關注及看重的是｢教學能力｣；第三，華語教學機構主管徵聘華語教師時，最側重的資料是應聘教師的｢教學影片｣，並著重觀察教學方法；且在實際面試過程中，除了基本語法點教學的問答外，著重觀察應聘教師面對當下無法解答之提問的反應；此外，近年大學及學院的華語教師平均教育程度有從碩士提升至博士的趨勢。本研究結果提供華語文相關系所培育華語教師、研擬課程，以及有志成為華語教師之士進修之建議，也可作為華語教學機構徵聘華語教師之參考依據。

關鍵字

華語教學 ； 教師徵聘 ； 華語教師 ； 教師培育 ； 教師能力

並列摘要

This study researches on the recruitment of Chinese language teachers, to explore the abilities and traits that institutions of Chinese as a second language prefer. Since the establishment of Mandarin Training Center (MTC), NTNU in 1956, studies on Chinese as a second language have developed for more than 60 years, and the theories and practices of CSL become more and more mature. Institutions of CSL in Chinese speaking regions and non-Chinese speaking regions, however, have different demands of Chinese language teacher.
The research methods are mainly based on content analysis, questionnaire survey method and interview method. This study performs content analysis of 30 recruitments declared by institutions of CSL, to learn about the differences of requirement that institutions of CSL set for different kinds of Chinese language teacher. Through questionnaire survey of 56 staff members of institutions of CSL, we learn about their points of view of what abilities and traits a Chinese language teacher should possess. The interview method of this study chooses 4 directors of institutions of CSL from the 56 subjects of questionnaire survey, to learn about the demands of recruitment of institutions of CSL. Through various sources of information and the contents of interview method, we cross-analyze questionnaire survey, interview results and recruitments, and we can further learn about the views of staff members, directors, and senior teachers of institutions of CSL of what abilities a Chinese language teacher should possess, as well as regulations that institutions of CSL set to recruit different kinds of Chinese language teacher.
The results are as follows: First, most institutions of CSL require applicant teachers to provide certificates of teaching hours of more than 200 hours. In all of the recruitments, the three documents which most institutions of CSL require or focus on are: teaching experiences in curriculum vitae, C.V., certificates of teaching hours, and communicative ability in letters of recommendation in descending order. Second, among all the abilities listed on the questionnaire, “teaching ability” is the ability which staff members of institutions of CSL focus and lay particular emphasis on. Third, “teaching videos” are the materials which directors of institutions of CSL put particular emphasis on among all kinds of application document when directors recruit Chinese language teachers. Directors put emphasis on teaching methods furthermore; directors of institutions of CSL also observe the reactions to which applicant teachers are asked questions that they are unable to answer during recruitment, in addition to basic questions about grammar. Still further, the average education degree of Chinese language teachers of university or college rises from master degree to Ph.D. degree in recent years. The results of this study provide suggestions of teacher training and curriculum mapping for departments and institutions of CSL, and also provide suggestions for those who aspire to become a Chinese language teacher. The results can serve as references when institutions of CSL recruit new teachers.

並列關鍵字

Chinese as a second language ； Teacher recruitment ； Chinese language teacher ； Teacher training ； Teacher ability

參考文獻

專書

Anne Burns and Jack C. Richards (2009). The Cambridge Guide to Second Language Teacher Education. New York: Cambridge University Press.

H. Douglas Brown (2007). Principles of Language Learning and Teaching(5th ed.). New York: Pearson Education.

H. Douglas Brown (2007). TEACHING by PRINCIPLES: An Interactive Approach to Lan-guage Pedagogy(3rd ed.). New York: Pearson Education.

Jack C. Richards and Theodore S. Rodgers (1999). Approaches and Methods in Language Teaching(15th ed.). New York: Cambridge University Press.