初級華語口語課程設計 －以越南學生為對象

A Chinese Conversation Course Design for Beginning Level Native Vietnamese Students

阮越進(NGUYEN VIET TIEN)

指導教授 ： 信世昌 博士

國立臺灣師範大學/國際與僑教學院/華語文教學研究所/碩士(2012年)

摘要

由於一些地理、歷史的原因，越南的語言、文化在漫長的發展歷程中深受中華文化的影響。就越南語而言，這些影響到現在還在越南語的詞彙、語音中留下痕跡。越南人因此在學習華語過程中有了相當多的優勢，但同時也受到自己母語所造成的一些困擾。在本論文範圍內，筆者主要從探討初級越南學習者的口語表達特點入手，最後目標為設計出有針對性的口語課程，盡量發揮他們的學習優勢、避免母語的干擾、提升初級越南學習者的口頭表達能力。

筆者在研究過程中發現，越南學生在學習華語口語時比較快掌握、記得詞彙，特別是跟漢越詞相對應的一部分詞語；而發音、語法是比較突出的難點。越南學生發音時常發錯聲調，尤其是第一和第四聲、一些聲韻母比較難掌握（如捲舌音zh-ch-sh；送氣音q、c、ch等）。這些因素影響了說話的準確性、降低溝通效果。對華語語法，大部分受訪者認為不太難，但初級學習者說話時卻常犯語法錯誤。特別是在說長句子裡，因為越南語和漢語在語序上有所不同，學習者更容易把定語、狀語、補語等句子成分排錯位置。

針對越南學生的這些口語表達特點、筆者在教學設計部分主張利用漢越詞的優勢提高學生學習與記憶詞語的效果，同時透過一些練習形式和技巧加強學生的對聲調、聲韻母的掌握。比如使用強調法、音圖、詞卡等方式來練習和糾正學生的發音。在語法訓練上增加一些語序練習、訓練學生能說出比較完整、標準的句子來進行溝通。課程裡的各種練習都很注重真實語境，希望透過圖片、會話錄音能讓學習者更生動、自然地體會與掌握華語。

關鍵字

華語教學 ； 口語教學 ； 課程設計 ； 越南學生

並列摘要

Due to strong geographical and historical ties between China and Vietnam, the Chinese culture have greatly impacted the development of the Vietnamese culture and language. Traces of Chinese vocabulary and phonological sounds are evident in Vietnamese; hence, Vietnamese students have a great advantage in learning Chinese. However, despite the similiar traits the two languages share, the interference of the Vietnamese students' first language along with the subtle differences in the two languages can mislead the learners and become an obstacle in their acquistion of Chinese.
For my thesis, I explored the characteristics in spoken Chinese of beginning level Vietnamese students and designed a conversation course to enhance their speaking ability. The course design will focus on maximizing that advantage that Vietnamese students have in learning Chinese and avoiding the inference of their first language.
In my research, I discovered that learning Chinese words, especially Sino-Vietnamese words, is relatively easy to Vietnamese students. Chinese pronunication and grammar, on the other hand, tend to be more challenging. In Chinese pronunciation, Vietnamese students have difficulty with tones, often confusing the first tone with the fourth tone and vice versa. Initials and finals such as retroflex consonants (zh-chi-sh) and aspirated sounds (q, c, ch, etc.) are also common struggles for Vietnamese students. These pronunciation errors render their spoken Chinese less accurate and hinder them from communicating effectively in Chinese. In terms of Chinese grammar, although Vietnamese students do not believe Chinese grammar is a great challenge to them, they still regularly make grammatical mistakes in their speeech. The word order in the two languages are different so they often misplace adjectives, adverbs, complements and more.
In my conversation course design, I advocate the usage of Sino-Vietnamese words to enhance Vietnamese students' grasp and retention of Chinese words. I also included exercises and techniques to strengthen their acquistion of tones and phonological sounds. For proununcation practice, I incorporated the stress method, tone graph, and word cards. As for grammar instruction, I focused more on word word exercises to train students in completing standard sentences. The emphasis on authentic language context along with pictures and dialogue recordings in the variety of exercises in my course design will contribute to a more vivid and natural experience in learning Chinese.

並列關鍵字

teaching Chinese as a second language ； teaching conversation ； course design ； Vietnamese students

參考文獻

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