虛詞「了」在初級教材中的教學設計—以圖示語境設計為例

筆者前後任教於三所語言中心，教學年資約六年，根據筆者口頭與同事聊天所得(約四十位)及自身教學經驗，虛詞「了」一直以來都是華語教學中的教學難點，雖然關於虛詞「了」在理論語法層面探討的文獻非常多，但華語教師認為這樣的文獻由於和實際教學面落差較大，很難實際應用到教學上。因此筆者認為需要針對「了」做出一個可供華語教師實際使用的教學設計。筆者的教學設計模式參考了迪克-卡瑞模式(Dick & Carey,1990)，將教學系統的階段歸納成：確定教學的目標、發展教學以及評鑑教學的有效性。筆者分析了主流教材中對「了」的解釋、學生偏誤，並做了母語者語感調查，以此作為教學設計之根據，再根據筆者的教學經驗、資深教師訪談及試驗性教學結果來設計、發展教學內容，最後再評鑑教學的有效性。筆者從HSK動態作文語料庫及文獻中的偏誤分析設計出一套測驗題，該測驗題亦通過母語者語感測試，以此來檢測學習者的學習成效。本教學設計主要是參考母語者所提供的實際使用語境來設計的。明確地告訴學生什麼語境下會使用「了」? 為了讓學生了解使用的語境，本教學設計採用了功能語法的概念，先讓學生建構對「了」的簡單概念後再讓學生練習；也參考了結構主義，讓學生知道「了」在句中應擺放的位置及其可能代表的意義，然後讓學生知道何時用、什麼語境該用、該語境下使用有何意涵等。整體教學法則參考自主性語法學習法，也就是精講多練，只簡單講「了」的基本概念，然後以語境帶入大量練習。而且，在教學中，筆者不使用「了1」、「了2」的名稱以免學生或教師不清楚「了1」、「了2」出現的位置；而在名稱上加入結構的訊息，改以「verbal了」、「sentential了」來稱呼。從「sentential了」開始教起，至「verbal了」、「雙了句」，循序漸進，讓學生透過大量練習建立語感，最後在實際使用中逐漸內化虛詞「了」的使用規則。

關鍵字

了；華語教學；語法教學；教學語法；教學設計

並列摘要

After teaching at three language centers and roughly six years of teaching experience, according to the personal conmunicatiion (approximately 40 teachers) and personal teaching experience, the functional word "le" is consistently a difficult topic in Chinese language pedagogy. Although the literature on theoretical syntax of the functional word "le" is numerous, Chinese language teachers feel there is a major gap between theoretical systactic analysis and actual teaching methods. For this reason, I feel it is necessary to have an instructional design that is practical and useful. According to the Dick- Carey Model, teaching systems can be categorized into 3 stages: determining the instructional goals, the development of teaching materials, and evaluating the effectiveness of teaching. That is why I analyzed relevant literature, explanations of "le" by mainstream textbooks, student errors, and I also conducted an investigation on native-speakers' intuition. To confirm how to teach “le,” I develop the instructional content by those materials, and evaluate the teaching effectiveness. By analyzing the errors found in infer language databases and literature, I designed exam questions which is grammatical judgment test. The exam questions would test the intiuition of native speakers, in order to test learners' learning outcomes. For example:choose “le”、”zhe”、”guo” to fill in the blank、Is the sentence correct?、choose the usage of the sentence in different situation、create situation for “verbal-le”、”sentential-le”、”double-le”. This teaching design was based on context generated by native speakers to explicitly tell students in what context "le" is often used. In order to allow students to understand when should they use “le”, my design was made by using of functional grammar concepts and situation. Which are all from experienced-teachers and native speaker’s grammatical judgment test. Therefore, using my design to teach will good for learners to know better when should use ”le”, which also help them to know the situation to use “verbal-le”、”sentential-le”、”double-le”. This teaching design follows the idea of "less teaching but practice makes perfect", which means a simple explanation of "le" and its fundamental concepts is followed by a lot of practice within context. And the practice in teaching will always with photos or situation, from short senence to longer sentence. In addition, when teaching, I do not use the names "le1" and "le2" so as to avoid the students and teacher being unclear on where "le1" and "le2" appear in a sentence. Instead, their names include structural information, and have been changed to "verbal le" and "sentential le" to indicate the two kinds. Step by step, teaching begins with a simple photos which explain the original meaning of “le”. After students realize the original meaning of “le”, teacher can start to teach "sentential le" by basic sentence, like: ”tian he le ma?”、”tian hai mei hei” 、”tian hei le”. Then teaching "verbal le" ,like:“ni chi le ji wan fan?”、”wo chi le san wan fan.”. Final step will teach "double le sentences.,like:”ni kan le ji ben shu le?” .After those practice, students will develope a sense of the language, and then through practical use, they will finally internalize the rules for using the functional word "le."