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研究生: 林彥廷
論文名稱: 情境感知結合行動科技輔助海外華裔青年進行華語口語溝通學習成效之研究
Using Context-aware technology and Mobile Devices to Assist Oral Communication in Mandarin Chinese as a Second Language
指導教授: 籃玉如
學位類別: 碩士
Master
系所名稱: 應用華語文學系
Applied Chinese Language and Culture
論文出版年: 2015
畢業學年度: 103
語文別: 中文
論文頁數: 81
中文關鍵詞: 行動輔助語言學習情境感知華語做為第二語言口語溝通
英文關鍵詞: MALL, context-aware technology, CSL, oral communication
DOI URL: https://doi.org/10.6345/NTNU202205456
論文種類: 學術論文
相關次數: 點閱:451下載:17
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  • 本研究探討結合情境感知技術與行動裝置輔助華語口語溝通對海外華裔青年學習者的影響。每年都有許多海外華裔青年為了學習華語而來到台灣;然而其學習華語的方式仍然和他們在本國時一樣,以教室學習為主;課堂上所學的華語知識無法立刻應用在真實情境當中。二語習得理論指出在真實情境中以目標語進行互動是語言習得的關鍵,而行動科技的發展則使得跨出教室的學習越來越容易;因此本研究利用行動裝置輔助學習者在真實情境當中進行華語口語互動。研究對象為34名17至23歲的海外華裔青年,隨機分為真實情境組與教室情境組。兩組的目的都是拜訪店家並蒐集其營業資訊;但是兩組的學習情境完全不同:真實情境組的學習者在台灣街道上尋找指定店家,詢問所需資訊;探索過程中學習者可以利用所攜帶的行動裝置,隨時上網取得老師預先準備的多媒體教材內容;也可以利用行動裝置紀錄所得到的店家資訊。教室情境組則使用紙本教材,在情境教室中學習;教室布置成一條街道,一部分學生扮演店家老闆,其他學生扮演顧客,顧客要拜訪店家詢問營業資訊。分析結果顯示兩組的學習成效與態度沒有顯著差距,然而其口語溝通表現有顯著差異:在真實情境中使用行動裝置學習的學生運用了更多的語言學習策略,並且有更多機會以目標語進行輸入與輸出。

    The aim of this study was to explore the effectiveness of using a mobile device to construct a ubiquitous language learning environment on the oral output of overseas Chinese students learning Mandarin Chinese. The participants were 34 overseas Chinese students, aged 17 to 23. They were randomly assigned to two groups: the Real-Context group and the Classroom-Context group. The participants in the Real-Context group looked for and visited shops on the streets of Taipei, Taiwan. During the activity, they could receive multimedia learning materials anytime through the mobile devices. The participants of the Classroom-Context group studied in a situated classroom which was set as a street, and their learning materials were printed on the paper. In this group, some students acted as the shopkeepers, while others as the customers. The results showed that there is a statistically significant difference in oral communication performances between the two groups; the students using the mobile devices in the real-world contexts used more language learning strategies, and they had more opportunities to receive the input and produce the output in the target language.

    第一章 緒論 1 1.1 研究目的 2 1.2 研究問題 2 1.3 研究意義 3 1.4 研究限制 3 1.5 名詞定義 3 第二章 文獻探討 4 2.1 二語習得與社會互動 4 2.2 行動科技與行動學習的發展 5 2.3 行動輔助語言學習 6 2.4 情境感知 10 2.5 小結 12 第三章 研究方法 13 3.1 研究對象 13 3.2 研究設計 13 A. 自變項 13 B. 依變項 14 C. 控制變項 15 3.3 研究工具 15 A. 前後測試題 15 B. 態度問卷 17 C. 行動語言學習平台 18 D. 行動學習裝置 21 E. 訪談問卷 21 3.4 研究程序 21 3.5 資料蒐集與分析 25 第四章 研究結果 27 4.1 前後測成績 27 4.2 口語互動表現 30 A. 完成對話目的 34 B. 非預期對話 36 C. 認知策略 38 D. 補償策略 38 E. 語碼轉換 39 F. 單詞對話 40 G. 同儕鷹架 40 4.3 學習態度 41 A. 華語學習態度 41 B. 訪談問卷分析 42 第五章 結果討論 46 5.1 行動學習對於海外華裔青年華語溝通能力的影響 46 5.2 行動學習對於海外華裔青年華語口語溝通過程的影響 47 對話目的與情境吻合程度 47 非預期對話次數 48 運用語言學習策略 49 5.3 海外華裔青年對於行動學習華語口語溝通的態度 50 5.4 教學建議 51 第六章 結論 53 參考文獻 54 附錄 A 前後測題目 61 附錄 B 態度問卷 64 華語學習動機問卷 64 行動學習華語態度問卷 66 附錄 C 學生訪談問卷 68 真實情境組 68 教室情境組 71 附錄 D 教室情境組學習單 73 附錄 E 教室情境商店卡 (範例) 75 教室情境組商店卡 (背面) 76 附錄 F 教學計劃 77

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