內容語言整合學習取向之華語聲調教學設計——以越南籍華語初學者為例

越南語是聲調語言，對越南的華語學習者而言，這是優勢，不過也會因此受到母語的影響而產生困難。越南華語學習者容易將華語「一聲」和「四聲」混淆（吳門吉、胡明光，2004；陳氏金鸞，2005等），尤其是初學者。前人雖然提出了許多教學建議、矯正策略，但聲調仍是越南華語學習者發音的難點之一。本研究試著突破傳統語音教學，使用內容語言整合學習（Content and Language Integrated Learning，CLIL）的教學取向設計華語聲調課程，以內容帶動語言與聲調學習，致力創新華語聲調教學，以期提高學習者的發音能力及學習華語的興趣。本研究使用設計研究法（Design-based Research）為整體的研究方法，以內容語言整合學習（CLIL）教學取向來設計教案並實施教學，為越南初學者設計短期線上華語聲調課程。本研究分為三個階段：一、準備課程，二、執行試教與評量，三、評鑑分析結果。研究發現，此課程設計對越南華語學習者而言是一種新穎的學習模式，對學習發音聲調很有幫助。通過短期課程的學習及測驗，學習者的聽辨能力有明顯的進步，只存在雙音節和多音節的偏誤，沒有單音節偏誤，而且偏誤次數逐漸減少。在發音方面，以母語者的評分標準來評量，學習者的發音是有改善的；但是以專業華語教師的評分標準來評量，則與母語者的評分結果不同。本研究的實踐經驗與研究發現有助於未來將CLIL概念應用於華語發音教學，發展教材，改善越南學生的發音能力，為國別化華語教學做出有價值的貢獻。

關鍵字

內容語言整合學習；華語聲調；華語教學；越南學習者；課程設計； CLIL

並列摘要

Speaking a tonal mother tongue like Vietnamese yields both advantages and disadvantages to Vietnamese learners of Mandarin due to the influence of their first language on the second language practice. For instance, Vietnamese learners of Madarin, especially beginners, are likely to confuse between Mandarin "first tone" and "fourth tones" (Wu Menji & Ho Minh Quang, 2004, Tran Thi Kim Loan, 2005, etc). Although previous educators have proposed many teaching pedagogies and correction strategies, tones are still challenging to Vietnamese learners in terms of pronunciation training. As such, to improve the traditional pronunciation teaching, this research applied the Content and Language Integrated Learning (CLIL) approach to design a Mandarin tone course. Specifically, it embedded language and tone learning to content knowledge to innovate Mandarin tone teaching to improve learners' pronunciation ability and interest in learning Mandarin. On the premise of Design-based Research, this study designed an online short-term Chinese tone course using CLIL methods for Vietnamese beginners. The design consists of three stages: (1) preparing the course, (2) performing pilot teaching and evaluation, and (3) evaluating and analyzing the results. Results revealed that learners acknowledged that this course was an innovative teaching method. They also found that it was very helpful for learning pronunciation and tones. The evaluation of the short-term courses showed that the learners’ listening abilities have been improved. Specifically, at the end of the course, students’ pronunciation was free from single-syllable errors. They only made two-syllable and multi-syllable errors. In addition, the number of errors is gradually reduced. In terms of pronunciation, the participants’ pronunciation was improved by the evaluation standard of the native speakers of Mandarin. However, there was some differences between the evaluation results of those native speakers and the evaluation standard of professional Mandarin teachers. The practical experience and research findings of this research will promote the application of CLIL approach to Mandarin pronunciation teaching in the future. In particular, this can be applied in developing teaching materials, improving the pronunciation ability of Vietnamese Mandarin learners, and making a valuable contribution to the nationalized Mandarin teaching.