內容語言整合學習概念下的法律華語教材設計：以民商契約法律華語教材為例

外籍人士在台生活時，得簽署各式各樣的契約，如申辦手機門號或房屋租賃等。然而，法律語言艱澀、不易理解，許多學習華語多年的學生，閱讀起契約中的條款仍是相當大的挑戰。「內容語言整合學習」（Content and language integrated learning，CLIL）模式近年來在華語界成為一大趨勢，以內容與語言並重的教學模式應用於專業華語上的研究亦日益增多。因此，本文以內容語言整合模式中的4Cs架構作為基礎，遵循法律華語編寫原則「實用性」、「針對性」、「趣味性」與「文化性」設計民商契約法律華語教材。教材設計完成後，邀請五位華語學習者進行試驗教學，並利用「CLIL教學民商契約法律華語教材評鑑表」評估教材，最後分析學習者的建議，反思專業華語教材設計過程中，如何平衡發展「內容」、「溝通」、「認知」與「文化」四大方面。

關鍵字

內容語言整合學習；專業華語；法律華語；華語教材設計；民商契約

並列摘要

Living in Taiwan, foreigners are facing various legal documents, such as mobile phone contracts and rental contracts. However, the legal language on the contracts is difficult to comprehend, which may lead to misunderstanding and breach of contract at times. In recent years, Content and Language Integrated Learning (CLIL) has become a burgeoning trend and useful model for teaching foreign languages for specific purposes. Therefore, this thesis follows the principles of CLIL to design Legal Chinese teaching materials, focusing on the content of civil and commercial contracts. Five learners are invited to join the experimental instruction, and fill an evaluation form and give feedbacks after the instruction. The researcher analyzes the learners’ feedbacks based on the four aspects of CLIL, so-called the 4Cs: “content”, “communication”, “cognition” and “culture”, so to reflect upon the designing process of teaching Chinese for Specific Purposes.