真實材料應用於華語教學之行動研究

An Action Research on Authentic Material in Teaching Chinese as a Second Language

廖婉君(Wan-Jun Liao)

指導教授 ： 宋如瑜

中原大學/人文與教育學院/應用華語文研究所/碩士(2012年)

https://doi.org/10.6840/cycu201200696

摘要

「真實材料（Authentic Material）」包含口語、書面兩種不同的形式，其中真實環境裡蘊藏豐富的書面語內容，如：廣告招牌、菜單、交通標誌、火車票、電影票……等，皆是常見的學習材料。華語學習者在臺灣學習華語時，經常碰到需要閱讀書面文字以解決生活問題，然現今的華語教材較少提供真實的語言內容，多數仍以對話、短文等方式做為教材的閱讀重心。因此，不少學習者對傳統教材產生疑問，希望能學習更多由真實社會所提供的語言內容。
有鑑於此，本研究嘗試使用真實材料做為閱讀教學內容，採行動研究的方式，於一個以華語為第二語言的中級初階課堂為研究場域，研究者以計畫（Planning）、行動（Acting）、觀察（Observing）及反思（Reflecting）為步驟，經過四次教學行動循環設計適合補充教材，並實際執行於課堂中。於教學行動期間，除了根據每次教學中所發現的問題修改行動策略以外，並配合撰寫教學行動記錄、蒐集學習者試題填答情形、課堂話語分析、學生寫作作品、教學材料以及問卷調查等資料，進行歸納整理與分析，藉以了解真實材料應用於華語教學的實行成效。
研究結果發現，將真實材料應用於華語教學中，確實能引導學習者認識真實語言於社會環境中的意義與功能，並協助學生提升使用華語書面語的能力。而配搭的教材設計除有助於學習者學習真實材料的語言知識外，同時也能幫助學習者將舊的生活經驗與新知結合，進而發展更高層次的語言思考及運用的能力。
然而，真實材料雖有其教學實施之成效，但仍有許多不足之處。因此，根據上述研究歷程的結果與發現，於研究最後提出相關教學建議，以提供未來教師使用真實材料進行教學的依據及相關課程設計的參考。

關鍵字

中文標示 ； 真實材料 ； 華語教學 ； 教材設計

並列摘要

“Authentic material” can be either verbal or written forms. There are abundant written contents which are commonly seen learning materials our living environment, such as ad signs, menus, traffic signs, train tickets, movie tickets, etc. When learning Chinese as a second language in Taiwan, learners often encounter living problems that need to be solved by reading written words. However, authentic verbal content is less provided in existing Chinese teaching materials as the materials mostly focus on dialogues and short essays. Thus, many learners have doubts about traditional teaching materials and hope to learn more on written contents provided by the real society.
Based on the above, this study attempts to use authentic material as teaching content for reading. By the action research method and with an intermediate primers class for teaching Chinese as a second language as the research field, the researchers adopted four teaching actions, i.e. planning, acting, observing and reflecting, in design of suitable supplementary teaching material and practiced the material in class. In addition to modifying action strategies according to problems found during each teaching, conclusions and analyses were conducted by writing teaching action records, collecting test answering conditions of learning, discourse analysis, literature works by students, teaching materials and questionnaires to understand the practical outcome of applying authentic material in teaching Chinese as a second language (TCSL).
The study results indicate application of authentic material in TCSL can indeed guide learners to recognize the meaning and function of authentic language in social environment and assist students enhance their ability to use Chinese writings. The collocated teaching material design not only helps learners learn the language knowledge of authentic material, but also helps them combine old living experience with new knowledge and further develop higher abilities in language thinking and application.
However, although authentic material is useful in teaching, there are insufficiencies. Therefore, the study proposes relevant teaching suggestions based on the results and findings of the above said research to provide teachers with basis for using authentic material in teaching and as reference for related course designs in the future.

並列關鍵字

Authentic material ； Chinese signs ； Teaching Chinese as a Second Language (TCSL) ； material design

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