新媒體時代的語言教學－YouTube語言教學頻道之影片教學策略分析

傳播科技的進步日新月異，在這個新媒體的時代，我們看見許多創作者（不一定是傳統定義下的老師）開始利用這些新興媒體來進行語言教學，並且吸引了眾多的學習者。作為教育者，我們不應忽視此一新興的語言學習管道，並且應該進一步理解如何善用此類工具。本論文以YouTube為範例，主要目的在探討熱門YouTube語言學習頻道常進行何種內容的語言教學，以及會運用何種策略來製作教學影片。在此研究中，我們首先探討新媒體的傳播以及特性，接著以內容分析法分析17個熱門語言學習頻道的教學內容、拍攝手法，以及此兩者之間的交互關係，語種包括中文、英文、日文與韓文。研究發現文法、句型與詞彙是絕大多數頻道都會涵蓋的內容，發音教學的部分則最少見。我們也歸納出六種教學影片的拍攝手法，並發現對話與句型教學的拍攝手法最為多元。希望此一分析結果能提供給有意利用YouTube進行語言教學的老師作為教學影片設計上的參考。

關鍵字

新媒體；語言學習；拍攝手法；教學策略

並列摘要

As a type of New Media, YouTube has been used not only for mass communication but also for educational purposes. Many YouTubers have created their own channels focusing on teaching a specific language to a huge number of learners or followers. No doubt, New Media like YouTube can be a powerful tool for language learning that deserves our attention. In order to find out good YouTube-style language teaching strategies, we conducted a content analysis of 17 popular language-learning-oriented YouTube channels on their contents of teaching, media strategies, and the interaction between these two. The target language of these 17 channels include Mandarin, English, Japanese and Korean. The finding shows that grammar, sentence pattern and vocabulary and are the most common contents being covered by most channels, while, pronunciation is the least common content. Six types of media strategies are identified and the ways these strategies are being employed for different contents of teaching are depicted. Hopefully this study can be of value to researchers and teachers interested in designing New Media language learning videos.

並列關鍵字

new media ； YouTube ； language learning

參考文獻

方瑾、招靜琪（2020）。YouTube 華語教學背後的奧妙：後教學法如何揭示開放式網路教學之宏觀與微觀策略。應華學報，22，89-118。doi：10.6391/JAC.202006_(22).0003。

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Rodríguez-Abruñeiras, P., & Romero-Barranco, J. (2019). From Scribe to YouTuber: A Proposal to Teach the History of the English Language in the Digital Era. In Domenech, A., Merello, P., De la Poza, E., & Blazquez-Soriano, A (Eds), HEAD’19 (pp. 811-818). Valencia, Spain: Editorial Universitat Politècnica de València. doi: 10.4995/HEAd19.2019.9303S

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