研究生: |
歸皮爾 Guillemain, Pierre |
---|---|
論文名稱: |
料理漫畫運用於華語教學之研究 Cooking comic books applied to TCSL |
指導教授: | 蔡雅薰 |
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: | 2020 |
畢業學年度: | 108 |
語文別: | 中文 |
論文頁數: | 102 |
中文關鍵詞: | 華語教學 、內容和語言的整合學習 、廣泛閱讀教學 、漫畫 、二語習得 |
英文關鍵詞: | TCSL, CLIL, Extended Reading, Comics, Second language acquisition |
DOI URL: | http://doi.org/10.6345/NTNU202000476 |
論文種類: | 學術論文 |
相關次數: | 點閱:293 下載:65 |
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 |
隨著華語作為二語日漸普及,學生在教室外使用各種不同的管道來精進自己的語言發展是很普遍的現象。對多數華語為二語的學習者而言,「漫畫」(comic books) 是眾多易取得資源的管道之一。許多學習者均從「漫畫」中得到似乎無窮無盡的「可理解輸入」(comprehensible input),培養學習者進行傳統文學作品的閱讀及比較的技巧。本論文的研究重點是如何將漫畫融入實際的華語課堂環境。
本論文的第一步回顧內容導向教學以及廣泛閱讀教學的相關文獻,並提出在華語課堂環境中使用漫畫協助教學的框架和原則。接著選擇兩部具有共同主題內容 – 料理 – 的漫畫,並進行以下分析:首先,取出漫畫中的文本,以獲取有關漫畫詞類和難度的數據,並跟不同類型之文本進行比較。其次,嘗試鑑定漫畫中的哪些特徵符合內容和語言的整合學習 (CLIL) 的要求。最後,根據結果編寫教案,並提出相關提示與建議。
本論文結果支持前人研究結果,認為:(1) 透過廣泛閱讀教學計劃,漫畫可以順利融入華語課堂環境,達到良好的教學效果。(2) 大量的閱讀是傳統華語教學經常缺乏的一點,漫畫融入教學有助於讓中級學習者對中文閱讀有初步的能力,並能提高閱讀興趣,讓學習者成為自主學習者。
With the ever rising popularity of Chinese as a second language, it comes with no surprise that students use all different sorts of input sources outside of the classroom in order to further progress on their own. In that regard, many students find in comics a seemingly endless supply of comprehensible input, which in turn allows them to move on to more "classic" literature. The main idea behind this thesis is to identify the ways in which comics could be used to teach Chinese as a second language in an actual classroom setting.
Through a thorough analysis of literature revolving around two main topics –content based instruction, and extended reading – we lay out a framework and key requirements for using comics in a TCSL classroom setting. Then, we select two comics with a specific subject – cooking in our case, and further analyze them using statistics based on the text in the comics, in order to get some data on the type and difficulty of the comics' words, then we identify which particular aspects of the comics match CLIL requirements. Then, an example class plan is drafted, and we lay out some further relevant tips.
This thesis supports its relevant literature: through structured extended reading plans, comics can be successfully integrated in a classroom setting. Reading is something that traditional TCSL often lacks, and comics can give students basics in reading Chinese, in order to become an "autonomous acquirer".
一、中文部分
Hsieh,John (2019)。第一次斷詞就上手。國立臺灣師範大學大腦與學習實驗室。2020年4月28日取自https://sites.google.com/view/brainlearninglab/%E8%AA%9E%E6%96%99%E5%88%86%E6%9E%90
二次小元(2017)。深夜不能看!吃貨最愛的25部美食漫畫。每日頭條。2020年05月14日取自https://kknews.cc/zh-tw/food/yya9poj.html
中文詞知識庫小組(2011)。中文斷詞系統。台灣中央研究院。2020/05/02 取自http://ckipsvr.iis.sinica.edu.tw/。
中野冴依子(2011)。漫畫在華語教學上的運用-以日本高中生為研究對象。國立臺灣師範大學華語文教學系碩士論文,台北市。
王靖雯(2009)。故事創作引導成語學習:一個「課立優」的教學示例。臺灣華語教學研究,18,53-84。
朱庭慧(2018)。中國風歌曲融入華語文教學之成效探討:以方文山作詞、周杰倫演唱之歌曲為範圍。國立屏東大學華語文教學碩士學位學程碩士論文,屏東縣。
吳定(2003)。政策管理。台北:聯經。
吳曉露(1991)。閱讀技能訓練—對外漢語泛讀教材的一種模式。語言教學與研究,1: 73
李宏、張婧(2014)。趣味漢語語法:35課幽默對話與漫畫。南京市:南京大學出版社。
周宛薏、侯佳欣、陳思婷(2009)。淺析現代青少年選擇漫畫的類型。國立台南高級商業職業學校論文,台南市。
林慧娜(2015)。華語偶像劇為內容之華語課程設計-以印尼籍中高級學習者為對象。國立臺灣師範大學華語文教學系碩士論文,台北市。
張宇飛(2013)。試論漫畫在韓國中高級漢語寫作課教學中的應用。山東大學對外漢語系碩士論文,青島市。
張佳靜(2013)。華語流行歌曲融入華語文教學 —以蘇打綠四首歌為例。國立屏東教育大學華語文教學碩士學位學程碩士論文,屏東縣。
張婧(2009)。漫畫漢語101句書本系列。北京市:華語教學出版社。
陳振宇(2019)。以語言學習的生態學習理論建構「內容語言整合學習」的理論基礎。臺灣華語教學研究,18,5-17。
陳振宇(2019)。特約主編序:內容語言整合學習。臺灣華語教學研究,18, 1-4。
陳嬿汝(2014)。華語版動畫跟述與配音之華語語調教學-以進階級含以上日籍學習者為例-。國立臺灣師範大學華語文教學系碩士論文,台北市。
傑穎‧奧頓和林彤(2019)。內容語言整合中的遊戲設計:應用「可見的學習」理論框架。臺灣華語教學研究,18,105-121。
黃子純(2019)。華語內容與語言整合學習課程設計與教材編寫:「台灣社會議題」課程之個案探析。國立臺灣師範大學華語文教學系碩士論文,台北市。
網路溫度計(2015)。千萬別在宵夜時段看!十大最受歡迎美食漫畫!。網路溫度計。2020年05月14日取自https://dailyview.tw/daily/2015/12/19。
劉清山(2015)。溫暖一生的燈光。小故事網。2020年05月14日取自http://www.xiaogushi.com/Article/shuimu/201208106425.html
二、英文部分
Admiraal, W., Westhoff, G., & Bot, K. D. (2006). Evaluation of bilingual secondary education in the Netherlands: Students language proficiency in English. Educational Research and Evaluation. 12(1), 75–93. doi: 10.1080/13803610500392160
Allen, SB (2016). Superhumans: How Teachers Use Graphic Novels to Encourage Student Engagement in Learning. Master's thesis, University of Saskatchewan.
Baculi, S. (2019). Anime and Manga Sales Continue to Grow as Industry Takes Notice of Expanding Overseas Markets. Bounding into comics. Retrieved March 8th https://boundingintocomics.com/2019/07/10/anime-and-manga-sales-continue-to-grow-as-industry-takes-notice-of-expanding-overseas-markets/
Bamford, J., Day, R.R. (1997). Extensive Reading: What is it? Why Bother?. The Language Teacher Online. 21(5). Retrieved May 1st 2020 https://jalt-publications.org/sites/default/files/pdf/the_language_teacher/tlt_21.05.pdf
Bellassen, J. (2015). Le chinois, langue émergente: Etat de l’enseignement du chinois en 2015-2016. Ministère de l’éducation nationale, Paris
Bernaus, M. (1995). The role of motivation in the learning of English as a foreign language. Barcelona English Language and Literature Studies. 6, 11-22.
Bischell, J. (2018). Examining parents' perceptions of and preferences toward the use of comics in the classroom. Masters Theses and Doctoral Dissertations, University of Tennessee at Chattanooga.
Blaine, R., Contee, S. (2004). Fluency Through TPR Storytelling: Achieving Real Language Acquisition in School (1st ed.). Command Performance Language Institute, Blaine Ray Workshops.
Brinton, D. M., Snow, M. A., Wesche, M. B. (1989). Content-based second language Instruction. New York, NY: Newbury House
Brinton, D. M., Snow, M. A., Wesche, M. B. (2003). Content-based second language Instruction. Ann Arbor: University of Michigan Press
Brown, H., & Bradford, A. (2017). EMI, CLIL, & CBI: Differing approaches and goals. In P. Clements, A. Krause, & H. Brown (Eds.), Transformation in language education. Tokyo: JALT.
Būdvytytě-Gudieně, A., Toleikieně, R. (2008). Content and Language Integrated Learning: Features of Educational Methods. (cover story). Social Sciences. 60, 90–97.
Cary, S. (2004). Going graphic: Comics at work in the multilingual classroom. Portsmouth: Heinemann 2004
cb4960 (2010). Capture2text. Accessed April 20th 2020 http://capture2text.sourceforge.net/
Cenoz, J. (2015). Content-based instruction and content and language integrated learning: the same or different?, Language, Culture and Curriculum. 28(1), 8-24
China Daily (2017) Mandarin is now rapidly becoming a global language. China Daily. Retrieved April 1st 2020 https://www.chinadaily.com.cn/opinion/2017-10/13/content_33190150.htm
Cho, K.S., Krashen, S.D. (1995). Becoming a dragon: Progress in English as a second language through narrow free voluntary reading. California Reader. 29, 9-10.
Crandall, J., & Tucker, G. R. (1990). Content-based language instruction in second and foreign languages. In S. Anivan (Ed.), Language teaching methodology for the nineties. 83-96. Ann Arbor: University of Michigan.
Dalton-Puffer, C. (2007). Outcomes and processes in Content and Language Integrated Learning (CLIL): current research from Europe, Future Perspectives for English Language Teaching. Carl Winter, 139-157.
Dalton-Puffer, C. (2011). Content-and-Language Integrated Learning: From Practice to Principles? Annual Review of Applied Linguistics, 31, 182–204. doi: 10.1017/s0267190511000092
DESI-Konsortium, n.d. (2008) Unterricht und Kompetenzerwerb in Deutsch und Englisch. Zentrale Befunde der Studie Deutsch-Englisch-Schülerleistungen-International (DESI).
Do, C., Hood, P., Marsh, D. (2010) CLIL: Content and Language Integrated Learning (1st ed.). Cambridge, UK: Cambridge University Press.
Dobson, A., Dolores Pérez Murillo, M., Johnstone, R. (2010). Bilingual Education Project Spain Evaluation Report: Findings of the independent evaluation of the Bilingual Education Project Ministry of Education (Spain) and British Council (Spain). Ministerio De Educacion Instituto de Formación del Profesorado, Investigación e Innovación Educativa (IFIIE), and British Council, Spain
Dupuy, B. (1997). Voices from the Classroom: Intermediate-Level French Students Favor Extensive Reading Over Grammar and Give Their Reasons. Applied Language Learning. 8, 253-261.
Edmunds, T. (2016). Why should kids read comics? Retrieved February 26th 2020 http://www.tracyedmunds.com/home/why-should-kids-read-comics
Elley, W.B. (1991). Acquiring Literacy in a Second Language: The Effect of Book‐Based Programs. Language Learning. 41, 375-411. doi:10.1111/j.1467-1770.1991.tb00611.x
Encyclopaedia Britannica (2019). Graphic Novel. Retrieved April 19th 2020 https://global.britannica.com/art/graphic-novel
European Union Official Journal (1995), Council Resolution of 31 March 1995 on improving and diversifying language learning and teaching within the education systems of the European Union, European Union Official Journal C 207
European Union Official Journal (2000), Decision No. 253/2000/EC of the European Parliament and of the Council of 24 January 2000 establishing the second phase of the Community action programme in the field of education ‘Socrates’, European Union Official Journal L 28
Gardner, R.C. & Lambert, W.E. (1972). Attitudes and Motivation in Second Language Learning. Rowley, Mass.: Newbury House,
Global Exam (2016). 100 million students learning Mandarin in 2020. Global Exam. Retrieved April 1st 2020 https://global-exam.com/blog/en/100-million-students-learning-mandarin-in-2020/
Goodman, K. S. (1967). Reading: A psycholinguistic guessing game. Journal of the Reading Specialist, 6(4), 126–135. doi: 10.1080/19388076709556976
Hansen, L., Collins, P. (2015). Revisiting the Case for Narrow Reading with English Language Learners. The reading matrix. 15(2). 137-155
Harding, D. (2019). One Piece Manga Sails Past 460 Million Copies Printed Worldwide. Crunchyroll. Retrieved March 2nd 2020 https://www.crunchyroll.com/it/anime-news/2019/12/28/one-piece-manga-sails-past-460-million-copies-printed-worldwide
Hosler, J., & Boomer, K. B. (2011). Are Comic Books an Effective Way to Engage Nonmajors in Learning and Appreciating Science? CBE—Life Sciences Education, 10(3), 309–317. doi: 10.1187/cbe.10-07-0090
International Baccalaureate Association (2019). Prescribed Literature in Translation List. International Baccalaureate Association. Retrieved February 2nd 2020 https://ibpublishing.ibo.org/live-exist/rest/app/plt.xql
International Baccalaureate Association (2019). Programmes. International Baccalaureate Association. Retrieved February 2nd 2020 https://www.ibo.org/programmes/
Ivey, G., Broaddus, K. (2001). "Just Plain Reading": A Survey of What Makes Students Want to Read in Middle School Classrooms. Reading Research Quarterly, 36(4), 350-377. Retrieved February 1, 2020, from www.jstor.org/stable/748056
Ivo, A. (2011). John Hattie: Visible learning: A synthesis of over 800 meta-analyses relating to achievement. International Review of Education. 57. 10.1007/s11159-011-9198-8.
Japan Times (2015). China bans 'Attack on Titan,' other popular Japanese anime from Web. Japan Times. Retrieved February 15th 2020 https://www.japantimes.co.jp/news/2015/06/09/national/china-bans-attack-on-titan-other-popular-japanese-anime-from-web/
Jasone, C (2015). Content-based instruction and content and language integrated learning: the same or different?. Language, Culture and Curriculum. 28(1), 8-24, DOI: 10.1080/07908318.2014.1000922
John Clegg (2009). Article: Skills for CLIL. Onestopenglish. Retrieved February 15th 2020 http://www.onestopenglish.com/clil/methodology/articles/article-skills-for-clil/501230.article
Jones, Sally. (2015). Children Reading Series Books: Ways into Peer Culture and Reading Development. Changing English. 22. doi:10.1080/1358684X.2015.1049513.
Kang, E. Y. (2015). Promoting L2 Vocabulary Learning through Narrow Reading. RELC Journal. 46-2. 165–179. doi:10.1177/0033688215586236
Krashen, S. D. (2005). The decline of reading in America, poverty and access to books, and the use of comics in encouraging reading. Retrieved February 27th http://www.sdkrashen.com/content/articles/decline_of_reading.pdf
Krashen, S.D. (1981). The case for narrow reading. TESOL Newsletter. 15, 23
Krashen, S.D. (1982). Principles and Practice in Second Language Acquisition. Pergamon Press. ISBN 0-08-028628-3
Krashen, S.D. (2004a). The power of reading: Insights from the research. 2nd ed. Portsmouth/NH: Heinemann.
Krashen, S.D. (2004b). Applying the comprehension hypothesis: Some suggestions. Presentation, 13th International Symposium on Language Teaching, Taipei
Krashen, S.D., Terrell, T. D. (1983). The natural approach: Language acquisition in the classroom. New York: Pergamon Press.
Kweldju, S. (2016). Narrow reading in an extensive reading course: Lexically-based. Jurnal Ilmu Pendidikan. 15. doi:10.17977/jip.v15i3.2535.
Lasagabaster, D., & Doiz, A. (2015). A Longitudinal Study on the Impact of CLIL on Affective Factors. Language Teaching Research 19(1). doi: 10.1093/applin/amv059
Li, D. C. S. (2002). Hong Kong parents’ preference for English-medium education: Passive victims of imperialism or active agents of pragmatism? In A. Kirkpatrick (Ed.), Englishes in Asia: Communication, identity, power, & education. 29–62. Melbourne, Australia: Language Australia.
Lim, L., & Low, E.-L. (Eds.). (2009). Multilingual, globalizing Asia: Implications for policy and education (Special issue). AILA Review 22.
Lo, P., Allard, B., Ho, K., Chen, C., Okada, D., Stark, A., Henri, J., Lai, C (2018). Librarians’ perceptions of educational values of comic books: A comparative study between Hong Kong, Taiwan, Japan, Australia and New Zealand. Journal of Librarianship and Information Science. 51(4), 1103–1119. doi: 10.1177/0961000618763979
Maniace, E.M. (2014). Reading Process Comparison between Graphic Novel and Traditional Novels. Master's Thesis, Education and Human Development Dept, The College at Brockport.
Marsh, D. (1994). Bilingual Education & Content and Language Integrated Learning. Paper, International Association for Cross-cultural Communication, Language Teaching in the Member States of the European Union (Lingua). University of Sorbonne, Paris.
Marsh, D. (2018) What is CLIL? (Part 1), Foreign Languages Institutional Program. Retrieved March 6th 2020 https://www.youtube.com/watch?v=4wXRa_iVgqw
Masgoret, A.-M., & Gardner, R. C. (2003). Attitudes, Motivation, and Second Language Learning: A Meta-Analysis of Studies Conducted by Gardner and Associates. Language Learning, 53(1), 167–210. doi: 10.1111/1467-9922.00227
Mason, B., Krashen, S.D. (1997). Extensive Reading in English as a Foreign Language. System. 25. 91-102. doi:10.1016/S0346-251X(96)00063-2.
Mayer, R.E. Clark, R.C. (2011). e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning (3rd ed.). New Jersey: Wiley 2011
Mcdougald, J. S. (2009). The state of language and content instruction in Colombia. Latin American Journal of Content and Language Integrated Learning, 2(2), 44–48. doi: 10.5294/laclil.2009.2.2.15
McQuillan, J. (1994). Reading versus Grammar: What Students Think Is Pleasurable and Beneficial for Language Acquisition. Applied Language Learning. 5.
Met, M. (1998). Curriculum decision-making in content-based language teaching. In J. Cenoz & F. Genesee (Eds.), Beyond bilingualism: Multilingualism and multilingual education. 35-63. Clevedon, England: Multilingual Matters.
Mohan, B. A. (1986). Language and content. Reading, MA: Addison-Wesley Publ. Comp.
Mohan, B., Huang, J. (2002). Assessing the integration of language and content in a Mandarin as a foreign language classroom. Linguistics and Education. 13(3). 407-435.
Nikula, T. (2008). Learning Pragmatics in Content-based Classrooms. Investigating Pragmatics in Foreign Language Learning, Teaching and Testing. 94–113. doi: 10.21832/9781847690869-007
Öz, H., & Efecioğlu, E. (2015). Graphic novels: An alternative approach to teach English as a foreign language. Journal of Language and Linguistic Studies. 11(1). 75-90.
Palmer, H. E. (1964). Principles of language-study. Oxford University Press
Peachey, N. (2010). Content-based instruction. British Council. Retrieved March 8th 2020 https://www.teachingenglish.org.uk/article/content-based-instruction
Piaget, J. (1971). Psychology and Epistemology: Towards a Theory of Knowledge. New York: Grossman.
Pigada, M., & Schmitt, N. (2006). Vocabulary acquisition from extensive reading: A case study. Reading in a Foreign Language. 18(1). 1-28
Pilgreen, J.L. (2000). The SSR Handbook: How to Organize and Manage a Sustained Silent Reading Program. Heinemann
Renandya, W. A., Krashen, S.D., Jacobs, G. M (2018). The potential of series books: How narrow reading leads to advanced L2 proficiency. LEARN Journal. 11(2), 148-154.
Rosszell, R. (2006). The role of Extensive Reading in second language vocabulary acquisition. In K. Bradford-Watts, C. Ikeguchi, & M. Swanson (Eds.) JALT2005 Conference Proceedings. Tokyo: JALT
Saint-Laurent, M. (2019). BD : record de ventes en 2018. Growth from Knowledge market research. Retrieved March 30th 2020 at https://www.gfk.com/fr/insights/press-release/bd-record-de-ventes-en-2018/
Scholastic (2020). Graphix Teaching Guide. Scholastic. Retrieved April 1st 2020 http://www.scholastic.com/graphix_teacher/pdf/Graphix%20Teachers%20guide.pdf
Scott, D., Beadle, S. (2014). Improving the effectiveness of language learning: CLIL and Computer Assisted Language Learning. European Commission (Report n° J60173)
Slater, T., Gleason, J.S. (2011). Integrating Language and Content: The Knowledge Framework. English Conference Papers, Posters and Proceedings. 7.
Sperzl, E. (1948). The effect of comic books on vocabulary growth and reading comprehension. Elementary English. 25. 109-113.
Stoller, F. L. (2002). Content-based instruction: A shell for language learning or a framework for strategic language and content learning? Paper, TESOL convention, Salt Lake City, UT
Tilley, C.L. (2008). Reading comics. School Library Media Activities Monthly. 24(9). 23-26
Toh, T. L. (2009). Use of cartoons and comics to teach algebra in mathematics classrooms. In D. Martin, T. Fitzpatrick, R. Hunting, D. Itter, C. Lenard, T. Mills, & L. Milne (Eds.), Mathematics of prime importance: MAV yearbook 2009. 230–239. Melbourne: The Mathematical Association of Victoria.
Tsui, A. B. M., & Tollefson, J. W. (Eds.). (2007). Language policy, culture, and identity in Asian contexts. Lawrence Erlbaum Associates Publishers.
Ujiie, J., Krashen, S.D. (1996). Comic Book Reading, Reading Enjoyment, and Pleasure Reading among Middle Class and Chapter 1 Middle School Students. Reading Improvement. 33. 51-54.
Van Lier, L. (2005). The bellman’s map: Avoiding the “perfect and absolute blank” in language learning. In R. M. Jourdenais & S. E. Springer (Eds.), Content, tasks and projects in the language classroom: 2004 conference proceedings. 13–22. Monterey, CA: Monterey Institute of International Studies.
Vecchiarelli, J. (2018). 5 Ways Comic Books Can Improve Literacy Skills, ProLiteracy, Retrieved February 9th 2020 https://proliteracy.org/Blogs/Article/385/5-Ways-Comic-Books-Can-Improve-Literacy-Skills
Wertham, F. (1954). The seduction of the innocent. New York, NY: Rhineheart.
York, G. (2009). Papua New Guinea and China's New Empire. CTVglobemedia. Retrieved April 2nd 2020 https://web.archive.org/web/20090116080945/https:/www.theglobeandmail.com/servlet/story/RTGAM.20081231.wyorkchina0103/BNStory/International/home