針對初學者之任務型教材設計-以來台遊學之越南生為例

The Task-Based Mandarin Teaching Materials for Mandarin beginners- Example of Vietnamese Speakers Studying Mandarin in Taiwan

洪尹芷(HUNG YIN-CHIH)

指導教授 ： 林振興

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/NTNU202000065

摘要

本研究以來台初期的越南學習者為主。為了讓學習者在台初期，迅速適應台灣的生活，本研究根據學習者的需求設計任務型教學活動與課程。
本研究以台北市某私立大學之華語中心的學生進行測驗，實驗教學時間共七周，包括教學時間及活動進行的時間。測試者的語言程度以零起點至初級學習者為本次的測驗對象。由於本次測試對象的語言能力有限，測試內容皆會附上漢語拼音輔助學習者學習，另外，本次的內容以生活華語為主，所以本次研究的課程內容所使用的詞彙、語法和聽力及閱讀，以該主題應學習的必要性及測試者的學習程度進行選擇與篩選。
研究透過發放問卷、課堂互動、測驗及教學任務觀察學習者的學習狀況、學習態度進行分析。最後，根據研究結果提出具體建議，供日後實施任務型教學和相關研究之參考。

關鍵字

任務型教學 ； 越南學習者 ； 初級學習者 ； 生活華語

並列摘要

Since the beginning of this study, the majority of Vietnamese learners in the early stage of Taiwan. In order to allow learners to quickly adapt to life in Taiwan in the early stages of Taiwan, this research designs task-based teaching activities and courses based on the needs of learners.
In this study, students from a Chinese university in a private university in Taipei were tested. The experimental teaching time was seven weeks, including the teaching time and the time of activities. The tester's language proficiency is from the zero starting point to the beginner learner. Due to the limited language ability of the test subjects, the test content will be supplemented with Pinyin to help learners. In addition, the content of this test is mainly Chinese, so the vocabulary, grammar and listening used in the course content And reading, select and screen based on the necessity of the subject and the tester's learning level.
The study analyzes learners' attitudes and attitudes through questionnaires, classroom interactions, quizzes, and teaching tasks. Finally, based on the results of the study, specific suggestions are put forward for future reference in task-based teaching and related research.

並列關鍵字

the Task- Based Mandarin ； Vietnam ； beginners ； speaker

參考文獻

一、英文文獻

Krashen, S.(1982). Principles and Practice in Second Language Acquisition. Oxford, UK: Pergamum Press (now Imprint f Elsevier)

Long, M. H. (1985). A role for instruction in second language acquisition: Task-based language teaching. In Hyltenstam, L & Pienemann, M (Eds), Modelling and Assessing Second Language Acquisition (pp. 77-99). Clevedon, Avon, UKL Multilingual Matters.

Nunan, D. (1989). Designing Tasks for the Communicative Classroom, Cambridge, UK: Cambridge University Press.

Nunan, D. (2004). Task-based Language Teaching. New York, NY: Cambridge Uni-versity Press.