基於體驗文化教學觀之中級華語口語會話教學設計

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Humanities > Linguistics
Humanities > Chinese Literature
College of International and Overseas Chinese Education > Graduate Institute of Teaching Chinese as a Second Language

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基於體驗文化教學觀之中級華語口語會話教學設計

An Instructional Design for CSL Intermediate Conversation Course Based on the Performed Culture Approach

陳亮妤 , Masters　　Advisor：信世昌　　

繁體中文

體驗文化；文化教學；口語教學；會話教學；教學設計；華語教學； Performed Culture ； teaching culture ； teaching speaking ； teaching conversation ； instructional design ； teaching Chinese as a second language

Abstract │ Reference (107) │ Times Cited (3) │ Altmetrics

Abstract 〈TOP〉

Parallel Abstract 〈TOP〉

In the discipline of foreign language teaching (FLT), the fact that language and culture are closely related has become prominent. In 1999, American Council on Teaching Foreign Language (ACTFL) designated the standards for FLT as five Cs: Communication, Culture, Connection, Comparison and Community. In terms of their correlation with culture, foreign language learners are expected to demonstrate the knowledge of the relationship between the practices and perspectives of the culture studied. Put differently, in addition to the mastering vocabulary and grammar learners also have to develop a cultural competence regarding the target culture. However, there is no agreement as to how to introduce the dimension of culture into the second language teaching courses. In fact, language curriculum and culture curriculum are still diametrically opposed. Teaching Chinese serves as one of the best illustration. The courses offered by most language centers are structured mainly around achievement culture and folk art, whereas the teaching and learning of communicative culture and of behavioral culture mostly remain unsystematic and problematic. In 2000, based upon his experiences in teaching Chinese, Galal L. R. Walker brought forth the approach of “Performed Culture.” With this approach, he argued for the transformation of learners’ awareness of what learning a foreign language suggested and treated learning culture as the core of language learning: situated dialogue performance and learners’ performance play the role of the chief teaching activity, aiming at the constitution of the cultural competence of learners and their appropriate speaking and acting in the target culture.
    
     This research hinges upon the correlation between Chinese learners of intermediate level in Taiwan and teaching conversation. In light of Performed Culture, the contribution will be an instructional design and an applicable teaching model for the courses on teaching conversation in Chinese language centers in Taiwan, so as to immerse culture in language teaching. The research procedure consisted of the literature review of Performed Culture and related teaching activities, the designing of the preliminary teaching model, pilot study and formal teaching implement constructed along the modified pilot study.

Extending from the results of teaching implement, this thesis has the following three suggestions. Firstly, the teaching activity takes a tripartite and procedural mode: understanding the context, doing drills on language codes and dialogue performance. This way, in learning a language, learners can also acquire a certain cultural competence. Also, the teaching activity resorts to the integration of culture in language teaching. Three different levels—vocabulary, sentence patterns and dialogue context—will be integrated into the activity of cultural discussion and thereby compose a most practicable activity for learners. Lastly, the teaching activity is centered upon teaching conversation modeling on situated dialogue performance. Here the teaching goal includes the elevation of learners from the level of drills to that of discourse and the heightening of their consciousness of the cultural context and their communicative competence in the target culture.

Reference ( 107 ) 〈TOP〉

呂佩君。2007。針對外籍生文言文閱讀策略教學課程設計。台灣師範大學華語文教學研究所碩士論文，未出版，台北。
連結：
吳馥如。2008。中級華語交際溝通會話課程之設計與實證。台灣師範大學華語文教學研究所碩士論文，未出版，台北。
連結：
林金錫。2005。針對外籍華語學習者之新詩寫作課程設計與實施。台灣師範大學
連結：
孫懿芬。2008。華語讀寫課程設計與實踐：針對歐美華裔學生之行動研究。台灣師範大學華語文教學研究所碩士論文，未出版，台北。
連結：
陳淑惠。2007。法律華語教材設計與研究。台灣師範大學華語文教學研究所碩士論文，未出版，台北。
連結：

Times Cited (3) 〈TOP〉

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