華語教師的教學語言研究 ──以師資培育為導向

Studies in Teacher Talk in Teaching Chinese as a Second Language: Evidence from Teacher Training Programs

宋如瑜(Ju-yu Sung)

指導教授 ： 鄭錦全

國立臺灣師範大學/國際與僑教學院/華語文教學研究所/博士(2012年)

摘要

本研究旨在建立以教學語言為中心的「初任教師偏差行為分析框架」。此框架的建構基礎是真實課堂，佐證資料為實習教師和在職教師的教學語料，判定偏差行為的依據包括學理、學習者當下的反應，以及實習教師與在職教師類似行為的對比。研究成果可用於職前培訓、在職培訓，以及教師專業發展。
此研究為偏質化的混合型第二語言課堂研究，不同於以往以描述經驗為主的論述。過程中，研究者採用了參與觀察、問卷調查、課堂互動分析、語料統計、個案分析等方法，從不同的角度探索華語教學中的教師語言問題。研究分為四個階段：第一，經由課堂觀察，建立實習教師偏差行為分析的基本框架。此框架包括語言展示、語言操作、整體設計三大部分，其下又分為段落、句子、詞彙、語音、回饋、發問、解說、指導語、示範、語言得宜、課堂經營等11類和相關的28項偏差行為。第二，根據課堂觀察資料編製成教師自我評估問卷，調查結果顯示框架與問卷結果相符，確定了框架的可行性。第三，利用框架內的項目，針對教學一般行為、偏差行為進行標記、統計、分析，找出實習教師高頻的偏差行為與使用教學語言時的難點。第四，根據研究結果規劃師資培育的階段與方法，並展示一個以研究成果協助實習教師專業成長的個案實例。簡言之，整個過程是從發現問題、釐清問題到解決問題，最後再由教學實踐反映研究的成效。

關鍵字

教師語言 ； 課堂研究 ； 教學偏差 ； 華語師資培育

並列摘要

The study aims to build an analysis model of new language-teachers’ teaching behaviors deviation. The model is based on the data of teacher talk collected from pre-service and in-service teachers’ classes. The principles of determining teaching behaviors deviation are derived from theoretical concepts, learners’ reactions, and the behavior comparisons between pre-service and in-service teachers. The results of this study can be applied to pre- and in-service teachers’ professional development training program.

This dissertation conducts a mixed method study with a tendency of a qualitative-based second language classroom research. To explore the traits of teacher talk, classroom observations, questionnaires, classroom interactions analysis, teacher talk analysis, and cases analysis were administered. This study contains four phases. First, a pre-service teachers’ teaching behaviors deviation model was established through classroom observations. This model includes three parts, language presentation, language operations, and overall course design, under which also were classified into eleven components (paragraph, sentences, words, pronunciation, feedback, asking questions, explanations, instructional languages, demonstrations, language appropriateness, and classroom management). Twenty-eight relevant behavior deviations were found from those eleven components. Second, a self-evaluation questionnaire was designed based on the findings of classroom observations in the previous stage. The results showed that data of the survey and the analysis of the behavior model were matched. In this stage, the feasibility of the model was confirmed. Third, we applied the components of the model to code and analyze pre-service teachers’ regular behaviors and deviated behaviors, and finally found the most frequent deviated behavior and instructional obstacles in teacher talk. Fourth, we designed a teacher training program as well as demonstrated a teacher training case based on the above researches. In short, the study was conducted from discovering questions, clarifying questions to solving questions and finally, using classroom practices to reflect the research results.

並列關鍵字

teacher talk ； classroom research ； teaching errors ； CSL teacher training

參考文獻

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