研究生: |
曹希安 Tsao, He-On |
---|---|
論文名稱: |
當代華語流行詞彙補充教材設計 A Supplementary Teaching Material Design for Daily-Life Chinese Vocabulary |
指導教授: |
杜昭玫
Tu, Chao-Mei 朱我芯 Chu, Wo-Hsin |
學位類別: |
碩士 Master |
系所名稱: |
華語文教學系 Department of Chinese as a Second Language |
論文出版年: | 2017 |
畢業學年度: | 105 |
語文別: | 中文 |
論文頁數: | 107 |
中文關鍵詞: | 教材設計 、流行詞彙 、補充詞彙 、歐洲華語學習者 、日本華語學習者 |
英文關鍵詞: | Teaching Material Design, Daily-Life Vocabulary, Supplementary Vocabulary, European CSL Learners, Japanese CSL Learners |
DOI URL: | https://doi.org/10.6345/NTNU202202288 |
論文種類: | 學術論文 |
相關次數: | 點閱:190 下載:60 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
外籍學生一到臺灣,不僅遇到許多跨文化障礙,也在生活溝通中碰到許多溝通困難。由於在歐洲成長的經歷以及對於日本文化抱持強烈的興趣,筆者相信探索歐洲與日本華語學習者對於臺灣生活情境以及他們對於當代華語流行詞彙的理解難點是值得研究的。因此,本研究的目的在於為歐洲與日本籍華語學習者設計一套合適的華語CEFR基礎級流行補充教材。藉由根據需求分析編寫出的補充教材以及教學實驗,筆者不僅希望能提高歐洲與日本籍學生的華語流行詞彙能力,亦能改善華語教材的設計。
本研究先探討第二語言的補充教材、生活詞彙教材的相關論文、歐洲中文教學現況、任務教學以及情境式教學的相關研究。接著,從上述文獻總結出如何設計補充教材。根據相關資料的探討、學習者需求分析及問卷調查設計出華語CEFR基礎級補充教材,以提高歐洲與日本籍華語學習者的流行詞彙能力。
由教學實驗得知,歐洲學生較喜歡教師使用投影片,而日本學生則將學習焦點放在課文。以多元的練習、活動及文化主題來刺激歐洲與日本學生運用流行詞彙。因此,本研究發現透過量身訂做的補充教材,輔以正確的教學方法,能提升歐洲與日本籍華語學習者對於流行詞彙的理解與使用。
As soon as foreign students arrive in Taiwan, they face not only a cross-culture barrier but, more importantly, a lot of communication difficulties in daily-life situations. With a European upbringing, and a strong interest in Japanese culture, the author believes it is worthwhile to exploring the differences between European and Japanese students in Taiwan in terms of understanding daily-life vocabulary in daily-life situations. Therefore, this study aims to design a suitable A2 level supplementary daily-life Mandarin vocabulary for European and Japanese students. With the needs analysis, supplementary teaching material and its teaching experiment, the author not only hopes to improve the daily-life vocabulary ability of European and Japanese students, but also to enhance current Chinese teaching material design.
This study discusses the current situations of Mandarin teaching in European schools, references about supplementary teaching materials, daily-life vocabulary teaching materials and task-based as well as situational language teaching methods. Then, based on these discussions, we get a concept of how to design the supplementary teaching material. By adding the analysis of related materials, needs analysis, questionnaire design and its results, the study tries to design an A2 level Chinese supplementary teaching material.
The teaching experiment results indicated that European students preferred the teacher using the PPT as a teaching tool; whereas Japanese students tend to use the text as the main learning source. Through various practices, activities and culture topics, we stimulated both European and Japanese students to use the daily-life vocabulary in the classroom. Therefore, not only through the supplementary teaching material design itself, but also via an approriate teaching method, we can help European and Japanese students to better understand daily-life vocabulary and use them.
參考文獻
英文
Abbasi, Z. (2015). The effect of supplementary materials on reading comprehension improvement of Iranian female high school EFL learners based on Gaj and Khate Sefid textbooks. Advances in Language and Literary Studies, 6(4), 179-184.
Adger, C.T., Snow, C.E., & Christian, D. (2002). What teachers need to know about language. McHenry, IL, and Washington, DC: Delta Systems.
Aminifard, Y. (2015). Daily-life vocabulary: A Cinderella component in Iranian high school context. Reading Matrix: An International Online Journal, 15(2), 118.
Beeker, A., Canton, J., & Fasoglio, D. (2009). Learning Chinese at school, proposal for a curriculum Chinese language and culture for pre-university education. Enschede: Netherlands Institute for Curriculum Development (SLO).
Breen, M. P. (1987). Learner contributions to task design. In C. N. Candlin & D. Murphy (Eds.), Language learning tasks (pp. 23-46). Englewood Cliffs, NJ: Prentice-Hall.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
Çakir, D. I. (2006). The use of video as an audiovisual material in foreign language teaching classroom. The Turkish Online Journal of Educational Technology, 5(4), 67-72.
Candlin, C. N. (1987). Towards task-based language learning. In Candlin, C. & Murphy, D. (Eds.), Language learning tasks (pp. 5-22). Englewood Cliff, NJ: Prentice Hall.
Chujo, K., Nishigaki, C., Utiyama, M. (2005). Selecting 500 essential daily-life words for Japanese EFL elementary students from English picture dictionaries and a children's spoken corpus. Proceedings of inaugural international conference on the teaching and learning of English in Asia, Penang, Malaysia. Retrieved from http://mastarpj.nict.go.jp/~mutiyama/pdf/chujo-nishigaki-utiyama.pdf.
Dennen, V. P., & Burner, K. J. (2007). The cognitive apprenticeship model in educational practice. Handbook of research on educational communications and technology (pp. 425–439). Tallahassee, Florida: Florida State University.
Dickinson, P. (2010). Implementing task-based language teaching in a Japanese EFL context: An investigation into language metholodog (Master’s thesis) , Birmingham, United Kingdom: University of Birmingham.
Dodd, A. R., Camacho, G. K., Morocho, E. L., Paredes, F. M., Zuniga, A., Pinza, E. I., Rogers, S. (2015). The use of supplementary materials in English foreign language classes in Ecuadorian Secondary Schools. English Language Teaching, 8(9), 187-195.
Ellis, R. (2003). Task-based language learning and teaching. Oxford, UK: Oxford University Press.
Harmer, J. (2009). Doing task-based teaching. Tasks in Second Language Learning. ELT Journal, 63(2), 173–176.
He, Liping. (2009). The most frequent vocabulary in English textbooks for grades 1-3. Thailand: Suranaree University of Technology.
Hechter, R. P. (2007). An alternative method of revision. Physics Education, 42(1), 12-14.
Helgesen, M. (2003). Adapting and supplementing textbooks to include language planning. In Selected Papers from the Twelfth International Symposium on English Language Teaching and Learning (pp. 56-64). English Teachers Association: Taipei.
Hornby, A. S. 1950. The situational approach in language teaching (Parts 1–3). English Language Teaching 4(4): 98–103; 4(5): 121–28; 4(6): 150–56.
Huang, A. F. M., Yang, S. J. H., & Hwang, G.-J. (2010). Situational language teaching in ubiquitous learning environments. Knowledge Management and e-Learning, 2(3), 312-327.
Jeon, I.J. and Hahn, J.W. (2006). Exploring EFL teachers’ perceptions of task-based language teaching: A case study of Korean secondary school classroom practice. Asian EFL Journal, 8, 123-139.
Jonas, A., & Chwo, G. (2010). Adopting supplementary materials to enhance listening and speaking strategy used by Taiwanese college EFL learners. Great Light Journal, 59, 25-41.
Kongmee, I., Strachan, R., Pickard, A., & Montgomery, C. (2011). Moving between virtual and real worlds: Second language learning through massively multiplayer online role play games (MMORPGs). Paper presented at 3rd Computer Science and Electronic Engineering Conference, Colchester, UK.
Kelsen, B. (2009). Teaching EFL to the iGeneration: A survey of using Youtube as supplementary material with college EFL students in Taiwan. Call-EJ Online, 10(2), 10-12.
Larkin, J. H., and Simon, H. A. (1987). Why a diagram is (sometimes) worth ten thousand words. Cognitive Science, 11, 65-99.
Long, M. H. (1985). A role for instruction in Second Language Acquisition: Task-based language teaching. In: Hyltenstam, K. & Pienemann, M. (Eds). Modeling and assessing second language development (pp. 77-99). Clevedon, Avon: Multilingual Matters.
Li, J., and K. Juffermans. (2013). Learning and teaching Chinese in the Netherlands: The metapragmatics of a polycentric language. Netherlands: Tilburg University.
Maria, R. G. (2011). Usage of multimedia visual aids in the English language classroom: A case study at Margarita Salas Secondary School (Majadahonda). Spain: Maritensy University.
McRay, J., & Boardman, R. (1977). Reading between the lines. India: Cambridge University Press.
Mommers, A., Lubberman, J. (2015). Arbeidsmarktbehoefte leraren Chinees. Nederland: ITS, Radboud Universiteit Nijmegen.
Mouri, K. (2004). Teaching English vocabulary: This way and that. Hiroshima, Japan: Keisuisha.
Nation, P. & Newton, J. (1997). Teaching vocabulary. In Coady, J. & Huckin, T. (Eds.), Second language vocabulary acquisition (pp. 238-254). New York: Cambridge University Press.
Nunan, D. (2004). Task-based language teaching. Cambridge, UK: Cambridge University Press.
Oura G. K. (2001). Authentic task-based materials: Bringing the real world into the classroom. Sophia Junior College Faculty Bulletin, 21, 65-84.
Pierson, M. R., Glaeser, B. C. (2007). Using comic strip conversations to increase social satisfaction and decrease loneliness in students with autism spectrum disorder. Education and Training in Developmental Disabilities, 42, 460-466.
Richards, J. C. & Rogers, T. S. (1986). Approaches and methods in language teaching: A description and analysis. Cambridge, UK: Cambridge University Press.
Rosell-Aguilar, F. (2013). Podcasting for language learning through iTunes U: the learner’s view. Language Learning & Technology, 17(3), 74–93.
Ruso, Nazenin. (2007). The influence of task based learning on EFL classrooms. Northern Cyprus: Eastern Mediterranean University.
Sánchez, A. (2004). The Task-based approach in language teaching. International Journal of English Studies, 4, 39-71.
Skehan, P. (1998). Task-based instruction. Annual Review of Applied Linguistics, 18, 268-286.
Thakur, VS. (2015). Using supplementary materials in the teaching of English: Pedagogic scope and applications. English Language Teaching, 8(12), 1-6.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Willis, J. (1996). A framework for task-based learning. London: Longman.
Willis, D. & Willis, J. (2009). Task-based language teaching: Some questions and answers. The Language Teacher, 33(3), 3-8.
Winn, W. (1993). An account of how readers search for information in diagrams. Contemporary Educational Psychology, 18, 162-185.
Zwiers, J. (2008). Building academic language: Essential practices for content classrooms. Newark, DE: International Reading Association.
中文
王佳銘(2005)。漫畫式分格語言在動畫的研究創作。未出版之碩士論文。臺北市:國立臺灣藝術大學多媒體動畫藝術研究所。
王玲(2006)。外來語素的詞綴化。語文學刊(高教版),2006年7期。
亢世勇(2002)。現代漢語新詞語資訊電子詞典。山東煙台師範學院中文系。
加納剛(2010)。日籍學習者學習漢語詞彙之難點。中日同形詞使用偏誤研究。未出版之碩士論文。臺北市:國立臺灣師範大學華語文教學研究所。
吳致君(1994)。漢語借詞之研究。未出版之碩士論文。高雄:國立高雄師範大學國文學系。
林弘昌(2008)。錨式情境教學法的靜像式情境教材設計。生活科技教育月刊,41(5),2-11。
郭利德(2004)。2030年數位生活情境分析-數位攝影裝置新興應用之研究。未出版之碩士論文。新竹市:國立交通大學管理學院科技管理組。
金慧蘭(2006)。現代漢語新詞研究。未出版之碩士論文。臺北市:政治大學國文教學碩士在職專班學位論文。
金惠康(2003)。跨文化交際翻譯續編。北京:中國對外翻譯出版公司。
胡惠雲(2008)。語言學習中,情境教材對初級學生文法整合能力影響之研究。文藻外語學院96 年度教師專題研究發表暨研討會。高雄市:NATTWN。
陳菘霖(2003)。漢語中簡稱與縮略詞語的再定義及新詞的研究。第七屆世界華語文教學研討會。新竹市:國立新竹師範學院台灣語言所。
陳碧姬(2003)。一個多元文化取向的原住民雙語數學學習網站的建構與研究。行政院國家科學委員會專題研究計畫成果報告(NSC 92-2521-S-214-001)。高雄市:義守大學。
秦曰龍(2006)。打“的”刷“卡”說“吧”──現代漢語外來構詞詞素例析。現代語文,2006卷,頁111-113。
許斐絢(1998)。台灣當代國語新詞探微。未出版之碩士論文。臺北市:臺灣師範大學華語文教學研究所。
許瑛玿、廖桂菁(2002)。情境式網路輔助學習環境之研發與實踐。科學教育學刊,10(2),157-178。
鄭妍方(2005)。國立政治大學附屬中學實施Language Corner之研究。未出版之碩士論文。臺北市:國立政治大學。
蔡居澤(2012)。情境教學法在綜合活動領域教學的運用。體驗教育學報, 6期,173 – 178。
蕭淑慧、游呈祥(2002)。數位照片處理技巧。台北市:學貫