視訊會議應用於華語教學之教學策略成效研究

The Effectiveness for Teaching Strategies on Integrating Videoconferencing into Teaching and Learning Chinese

許詩聆(Shih-Ling Hsu)

指導教授 ： 鄭琇仁

中原大學/人文與教育學院/應用華語文研究所/碩士(2011年)

https://doi.org/10.6840/cycu201100808

摘要

隨著網路的進步，應用視訊會議已成為線上語言教學的主要方法之一，此種方式為華語學習者營造與母語者進行真實語言溝通的情境，彌補了語言環境不足之缺憾。
然而，視訊會議與傳統課堂的教學環境不同，平時課堂所使用的教學策略無法完全移轉至視訊會議的環境中；反之，若僅依賴視訊會議提供的互動功能，卻缺乏適合的教學策略，亦無法直接提升教學的成效，教師採用的教學策略才是真正影響教學成效的主因。因此，如何針對視訊會議的特點靈活運用合適的教學策略，進而提升整體線上教學的成效，有其需要深入探討之必要性。
鑑於上述之研究背景與動機，本研究採用個案研究法及問卷調查法，以三位美籍學習者為研究對象，分別進行40小時的跨國線上一對一教學，資料收集方式包括教學錄影、問卷、訪談。研究目的旨在以溝通教學法、情景教學法及概念構圖法為基礎，設計適合於視訊會議環境中使用的華語教學策略，進一步將教學策略實際應用於線上課堂中，並依據學習者的口語表現及相關意見評估教學策略的成效。研究結果顯示，學習者的口語表現在流利度、精確度以及連貫性等方面表現良好，對於教學策略以及視訊會議的學習方式亦保持正面態度。本研究亦提出了教學策略的建議，並指出未來研究之方向。

關鍵字

同步線上教學 ； 個案研究法 ； 問卷調查法 ； 教學策略 ； 華語教學 ； 視訊會議

並列摘要

With the development of the Internet technology, videoconferencing has become one of the popular educational tools for online foreign language education, including Chinese as a foreign language (CFL). Videoconferencing promotes the level of authenticity of language learning, creates the possibilities of communication with native speakers, and solves the issues of lacking real-life foreign language interactions outside of classroom. With those features above, managing a videoconferencing class has become different task from a traditional class. Literature also suggests there is a need to investigate appropriate teaching strategies accordingly for videoconferencing Chinese courses.That is, the interactive features of videoconferencing need matched teaching strategies to advance teaching effectiveness, so the teaching strategies for traditional classes cannot be completely transferred to videoconferencing classes.
Based on the background above, this research conducted a multiple case study. Three American Chinese learners were participated. Forty hours online lessones were designed for each particiapnt. Data were collected through classroom recording, surveys and semi-structured interview. The purposes of this research are to : (1) Investigate CFL learners’ speaking performance after taking videoconferencing courses with the suited teaching strategies integrating the concept of Communicative Language Teaching, Situational Method, and Concept Mapping. (2) Evaluate the effectiveness of teaching strategies through learners’ speaking performance and perceptions. The results showed that learners’ speaking performance has been improved in accuracy, fluency and coherence. Learners also positively perceived this videoconferencing course and its teaching strategies. Finally, the suggestions for teaching stragegies and future reserach are noted.

並列關鍵字

Teaching Strategy ； Teaching Chinese as a Second Language ； Videoconferencing ； Case Study ； Online Synchronous Instruction ； Questionnaire Survey

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