利用對話寫作練習增進中級華語學習者口語表達成效之行動研究

On implementing conversational writing to improve the Oral Proficiency of an immediate level Chinese Learner in the Classroom

吳俞萱(Yu-Hsuan Wu)

指導教授 ： 廖宜瑤

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/cycu201101065

摘要

本研究之目標為探討如何改善學生在對話中使用特定已學習句法之狀況。本研究的對象為一位日籍成人華語學習者，該學習者生活在台灣，雖已經學習進階之句型，但對談時仍只能使用簡易的句型表達華語。
本研究以教師即研究者的身分進行行動研究。研究設計為在一般教學後，加入「對話寫作」。寫作的方式為研究者在學生學習新句法後，給予主題，請學生在家中以所學習的新句法進行對話寫作，並於三天後的課堂交予研究者修改，並以此當再三天後之談話問答的內容。「對話寫作」最大的特點是學習者有時間思考、組織。因此，研究者推論，利用對話寫作輔助口說，幫助學習者處理、建構及內化語言知識，可以提升其口語成效。
本行動研究，歷時約三個月，利用一對一課堂，選擇《新版實用視聽華語III》中之語法，進行對話寫作練習，並依照間隔天數，實施兩次測試。研究結果發現，「對話寫作」可以改善學生使用已學習之句法進行口語表達的狀況。然而，其成效仍受提醒的有無、話題的選擇、焦慮感是否產生等因素影響。

關鍵字

對話寫作 ； 行動研究 ； 口語表達 ； 華語學習

並列摘要

The purpose of this research is to explore how to encourage Chinese learner to apply the grammars and patterns learned in the class in dialogue. The research object is a Japanese adult who is living in Taiwan. Although He has learned advanced grammars and patterns, he still could not use them in dialogue.
This research was conducted by the researcher who is also the teacher of the research object. An important element in the design is "conversational writing". This research design was that after the regular class, the researcher gave the topic of "conversational writing" after the student has learned the new grammars and patterns. The student finished it at home then handed in to the researcher around 3 days later. The researcher then corrects the homework and hand it back to the student. Another three days later, the researcher initiated a conversation, which was based on the content of the homework. The rationale is through conversational writing, learners have enough time to think and organize. The newly learned language grammars and patterns then can be deeper processed and thus internalized. As a result, the learner's oral proficiency will be improved.
The duration of the research is three months in a one to one class. The grammars and patterns in the conversational writing were choosing from Practical Audio-visual 3rdedition. The result showed that conversational writing improves the student's probabilities of applying newly learned grammars and patterns in normal conversation. However, reminder, topic and anxiousness would also influence the learner’s oral performance.

並列關鍵字

Implementing Conversational Writing ； Oral Proficiency ； Chinese Learning ； Action Research

參考文獻

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