論文言文教學在華語教學的重要性－以秦晉殽之戰教學方式為例

Literature for Language Teaching: Teaching Pedagogy of Classical Chinese Literature

陳思齊(Szu-Chi Chen)

《中原華語文學報》 7期 (2011/04) Pp. 161-183

https://doi.org/10.30107/CYJTCSL.201104.0007

摘要

文學在語言教學上扮演關鍵性的角色，然而，因為主流的聽說讀寫教學法主導語言教學大綱，所以，文學這一區域經常被忽略。文學內含了大量文化訊息，詞語變化豐富，因此，藉由閱讀文學作品，語言學習者可以在適當的時間與空間，解讀說話者背後所夾帶的真實意義，找出最合宜的字句與人溝通。中原應用華語系設計的課程之中，文學占了四分之一，而文言文則列為大一必修課程。可是，因為學生學習古文興趣在中學被消磨得十分嚴重，再者，文學對他們而言並不是最迫切需要的教學技巧，因此，上課動機不僅微弱，學生還會質疑在大學學古文的必要性。根據這些問題，本論文針對這一群未來的華語教師，以文言文教學為例，探討文學之於語言教學之重要性。再從這個觀點開展，討論文化自覺以及文化敏銳度在語言學習上所扮演的角色。接著討論並展演教學設計，如何能消除學生對古文排斥感，同時，刺激並維持其學習動機。

關鍵字

華語教學 ； 文學教學法 ； 古代漢語 ； 文化自覺 ； 文化敏銳度

並列摘要

Many studies have shown that literature is indispensible for language learning, yet it is often left untouched by the mainstream language-teaching syllabus. As a result, language teachers often overlook the fact that literary texts cover a wide range of cultural information, as well as providing countless examples of the subtle language codes within the target language that can help students better apply their four language skills to daily communication. Literature is one of the main subjects that students are required to learn in Chinese-language teacher training courses, and amongst these literature-related courses, classical Chinese is often obligatory. But since literature is not a mandatory part of language teaching-and since students' appetite to learn classical Chinese is often diminished by the kind of pedagogy that prevails in middle schools-many language teachers and language students show a great reluctance to study classical Chinese literary texts.This paper focuses on native Chinese students who are training to become Chinese-language teachers. The aim of the paper is firstly to show the crucial role that literature plays in language teaching and learning. Building on this argument, the paper then discusses two key factors, cultural awareness and sensitivity, which help learners to apply a second/foreign language in efficient ways within a given context.Furthermore, I will give examples of strategies I have used to stimulate students' motivation and to help eliminate their prejudice towards classical Chinese texts. I will also demonstrate the method I have devised for teaching classical Chinese literature classes, which combines traditional methodology (lecturing) with modern teaching pedagogies. Finally, I will conclude by arguing that a mixture of new and old pedagogies can better maintain students' motivation and knowledge input, at the same time as enabling significant development in their cultural awareness and sensitivity.

並列關鍵字

Chinese language teaching ； literature teaching pedagogy ； classical Chinese ； cultural awareness ； cultural sensitivity

參考文獻

Cook, Guy(1991).Making the subtle difference: literature and non-literature in the classroom.Literature and Language Teaching.(Literature and Language Teaching).

Durant, Alan(1993).Interactive Approaches to Teaching Literature in Hong Kong.Teaching Literature: A World Perspective.(Teaching Literature: A World Perspective).London

Hirsh, Eric Donald(1987).Cultural Literacy: What Every American Needs to Know.Houghton Mifflin Campany.

Kramsch, Claire(1995).The Cultural Component of Language Teaching.Culture and Curriculum.8(2),83-92.

Kramsch, Claire.(1993).Context and Culture in Language Teaching.Oxford:Oxford University Press.