內容與語言整合學習之中文姓名教學教案設計

內容與語言整合學習(Content and Language Integrated Learning；CLIL) 是一種由內容來帶動語言學習動機，隨著內容的學習也同時有目標性的提升了語言能力。因此，CLIL教學法特別強調雙焦點的學習目標，也就是讓學習者同時學習內容也學習語言，並且能夠即學即用。本研究主要以CLIL理論為基礎，發展出中文姓名教學教案，採用4Cs(內容、溝通、認知及文化)為教案設計原則並進行教學實驗。依據學生的語言能力來建構中文姓名主題教學內容，在教學過程中讓學生使用目標語將姓名文化融入交際活動中，學生不但學習了文化知識內容，並且能夠立即應用所學的內容知識為自己取一個中文姓名進行跨文化溝通交流。經教學實驗後發現，CLIL教學法亦適用於初級華語教學上，學習者透過內容知識帶動了學習動機和語言進步，內容知識幫助學生在詞彙、片語和語法的表達能力和理解上有明顯的進步和減少錯誤率，同時帶動學生對姓名文化主題的學習興趣，能對比華人姓名文化和母文化相似與相異點，進行符合文化情境下的語言溝通，達到內容和語言整合學習的雙重目標。姓名文化在華語教學中不僅讓學生了解中西方不同的姓名文化，也反映了各自不同的社會思想、習慣、行為。因此，學習中文時除了掌握語言功能、形式外，更應該同時學習文化知識內容，才能了解華人的思想和行為並且運用所學達到真正的跨文化理解。

關鍵字

內容與語言整合學習；認知；華語教學設計；中文姓名；跨文化理解

並列摘要

Content and Language Integrated Learning (CLIL) is the theory that content learning guides language learning motivation and elevates the language capability on account of its orientation. Accordingly, CLIL pedagogy mainly emphasizes learners should be taught content and language at the same time to achieve the double-effect learning goal. This study, based on the theory of CLIL, is to apply the course design principles of 4Cs (Content, Communication, Cognition and Culture) and proceed with related teaching experiment; consequently, the study evolves Mandarin name teaching course. In addition, the teaching content of Mandarin name theme is constructed in view of students’ language capacities. In the process of teaching students to integrate target-language name culture into their social activities, students can not only learn cultural knowledge and content, but also can immediately apply what they have learned to name themselves a Mandarin name to attain the effective cross-cultural communication. Besides, the study found CLIL pedagogy could also be applied to the primary level Mandarin teaching as a result of a series of teaching experiments. Learners, after mastering language content, can upgrade learning motivation and make language learning progress. In other words, language content knowledge helps students strengthen their expression abilities in the aspect of vocabulary, phrases and syntax, increase their comprehension intellect, and moreover reduce their error rates; in the meanwhile, learners generate learning interests of the name cultural theme and can compare the similarities and differences of Mandarin name culture and their own. In this way, students can effectively communicate with each other in the cross-cultural situation and accordingly reach the double-effect goal of content and language integrated learning. In the Mandarin teaching field, name culture enables students to understand not only the differences between Mandarin name culture and Western one but the reflection of different social thoughts, customs and behaviors. In conclusion, in the process of Mandarin learning, learners should be taught the connotation of deep cultural knowledge in addition to language itself and its function, and thus can understand Mandarin thoughts and behaviors, and finally attain cross-culture understanding achievement.