在許多利用歌曲進行的外語教育經驗中，得出在矯正發音或透過「唱」的行為若是運用在口語練習和詞彙學習方面，能得到正面學習效果。然而在漢語教育方面，由於唱歌時難以辨別音調的聲調，因此好像無法有效地將歌唱運用在中文聲調教學之中。
參加本研究的兩位韓籍學習者，曾經在台灣就讀學士班，但回韓國已有四年多，這期間所從事的工作也與中文無關。對於唱歌練習，兩位皆表達出高度的興趣，尤其他們希望能夠透過中文讚美歌來學習，同時希望能改善長期以來僵化的聲調錯誤。筆者照分析、設計、發展、實施、評估五個研究階段進行，先分析學習者的要求與學習環境，決定以「唱歌學習中文」為主軸，與行動學習結合設計課程。因為行動學習不受時空的限制，隨時都可以進行練習，可以進行有效的學習。筆者首先對學習者的要求進行了分析，然後設計出具體的學習內容和方法。主要的學習內容為中文讚美歌，除了唱歌練習以外，還利用中文讚美歌歌詞和詞彙練習改正聲調。另外，每天還提供學習單，讓學習者寫中文歌詞，也翻譯練習。本研究實施共分為兩次練習階段，第一次練習期間為22天，第二次演練時間為11天，共33天。筆者為了比較只通過線上口說訓練軟體進行聲調練習，改善聲調的效果如何，在練習期間前後進行了聲調測驗。
研究結果顯示兩位學習者的前後偏誤率改善了，學習者A前後測偏誤率從8%降到0.72%；學習者B前後測偏誤率從4%降到0.96%。兩位在四聲的偏誤都明顯改善，並能掌握常說錯字的聲調。通過實驗後訪談，可以看出聲調練習的內容是學生們感興趣的領域，因此在學習上效果更大。學生們對於寫字練習也有正面的反應，表示對他們記住學習內容以及正確聲調的確有幫助。
以此證明，將學習歌曲的漢語和口語練習結合在一起的聲調矯正學習是有充分價值的。但是，本研究的侷限性是學習者人數和學習天數都以最小單位進行。希望今後能夠對運用歌曲提高聽、說、讀、寫四種語言功能的方法進行後續研究。

Education of foreign languages using songs in diverse language education brings about positive effects in such aspects: pronunciation/intonation correction/rectification, speaking practice through action of singing, and acquisition of words and sentence structure. However, in Chinese teaching, such education method was not actively utilized due to the difficulty in classification of the intonation (that gives each word a definition). The following paper represents a case study to supplement this problem using writing speaking software that can be installed on smartphones.
The two students participated in this experiment were advanced Chinese learners who have been overseas students in Taiwan but have returned back to South Korea for more than 4 years. These two students were interested in the special field of Chinese worship song, and wanted to improve their long-standing pronunciation errors. Thus, the author designed the learning contents, learning Chinese using songs, together with mobile learning according to the students’ needs and situations. Mobile learning was chosen as this allows practice of effective second language learning regardless of time and space. While the main learning content being Chinese worship songs, practice of pronounciation correction was also made possible by training application that practices speaking of Chinese from the lyrics and the words of the Chinese worship songs. Moreover, the daily study worksheets are provided to write down the given Chinese lyrics, and practice translating the Korean lyrics into Chinese lyrics. The period of experiment was conducted on mobile devices for a total of 33 days, the first practice period of 22 days and the second practice period of 11 days. And intonation test was conducted before and before the practice period in order to compare the effects of improving the intonation errors through the speaking practice application only.
The pronunciation error of Learner A has decreased from 8 % to 0.72 %, and that of Leaner B has decreased from 4 % to 0.96 %. Through the interviews of the students, this method of learning had a greater effect because pronunciation practice was a popular area of interest for the students. Also, the students positively reviewed the writing worksheets. This helped to prove that pronunciation correction learning, combined with the learning of Chinese worship songs and speaking practice program, has sufficient worth. However, the limit of this research is pointed out from the minimum number of students and the units of learning. This research hopes to see further research of improving the four language functions - listening, speaking, reading, writing - using songs in the future.

一、中文文獻
王硯農（1992）。談談「中醫漢語」系列教材。世界漢語教學，4，301-303。
石金才（1990）。關於編寫外交人員初級漢語教材的設想。世界漢語教學，3，188-190
吳氏祿、彭妮絲（2016）。專業華語概論。台北市：新學林 新學林出版股份有限公司
杜厚文（1993）。《普通漢語教程》和《科技漢語教程》的編寫原則與設計方法。世界漢語教學研討會，2，128-133。
阮氏如靜（2016)。華語聲調訓練課程個案研究-以越南籍華語初級學習者 的聲調正音為例。國立臺灣師範大學華語文教學系碩士論文。
岡井將之、曾金金和潘鶴翔（2007）。針對日籍學習者漢語拼音之數位教學 設計。第五屆全球華文網路教學研討會論文集。台北:中華民國僑務委 員會。175-189。
林金錫（2011）。唱歌學中文的工具（Tools for teaching Chinese through songs)。Journal of Technology and Chinese Language Teaching, 2（2）,69-83
金惠淑（2005）。觀光華語導遊教材設計－針對韓國的專門大學觀光中國語系之用途。國立臺灣師範大學華語文教學研究所，台北市。
洪蘭（2014）。寫字，不能被取代的價值。遠見雜誌，337，7。
徐子雁、凡妙然（2014）。基于ADDIE模式的翻轉課程教學設計研究。中國教育技術裝備，16，71-73。
徐筠惠（2002）。財經新聞華語閱讀教材規畫設計。國立台灣師範大學華語文教學研究所，台北。
高松清孟（2018）。華語聲調組合訓練課程個 案研究-以一位高齡日籍學習者的聲調正音為例。國立臺灣師範大學華語文教學系碩士論文。
張惠雯（2002）。中醫華語教材編寫之規畫設計。 台北市：國立臺灣師範大學華語文教學研究所碩士論文，取自https://hdl.handle.net/11296/86kw9a
張鳳蓮（2016）。手寫漢字對漢字學習與教學之探究。國立臺灣師範大學華語文教學系碩士論文。
許志榮（2007）。藉中文歌曲進行對外華語教學活動之設計。台北市：國立臺灣餓示範大學
陳信瑞（2013）。以流行歌曲輔助華語聽力與口說研究。 南投縣：國立暨南國際大學資訊工程學系碩士論文 。
陳淑惠（2007）。法律華語教材設計與研究。台北市：國立臺灣師範大學華語文教學研究所碩士論文，取自https://hdl.handle.net/11296/2mk38w
陳麗宇（2010）。任務型旅遊華語教材編寫設計分析－以臺師大應華系學生臺北縣、市旅遊景點教材編寫為例。中原華語文學報，6，161-179。
陳麗宇（2012）。高級商務華語詞彙分析。專業華語與文化教學國際學術研討會，台北市：國立臺灣師範大學。
曾志朗、洪蘭（1984）。從神經語言學觀點探討中文閱讀之教學歷程。世界華語文教學研討會，1，515-527。
曾金金（2019）。唱歌學中文：翻轉教室與線上華語歌曲教學。台北市：新學林出版股份有限公司
華語文能力測驗(TOCFL)資訊。2019年3月16日，取自https://www.roc-taiwan.org/ch/post/2067.html
進階高階級華語文聽力測驗的適用對象。2019年3月16日，取自https://www.sc-top.org.tw/chinese/LS/bandB.php
黃苹（2013）。中華基督教內地會傳教士在台華語習得規劃之個案研究。 高雄市 ：國立高雄師範大學華語文教學研究所碩士論文，取自https://hdl.handle.net/11296/g8m9gp
葉德明（1990）。漢字認知基礎—從心裡語言學看漢字認知過程。台北：師大書苑
戴汝潛主編(1999)。漢字教與學 。濟南:⼭山東教育出版社。
韓瑜（2007）漢語歌曲在對外漢語教學中的應用。吉林省教育學院學報,35。
蘇九如（2016）。遠距教學結合線上華語影片輔助學習平台之模組化教學設計:以華語流行歌曲為例。國立臺灣師範大學華語文教學系碩士論文。
蘇邁凱（1985）。對外漢語教學有關報刊閱讀方面的幾個問題。第一屆國際漢語教學討論會論文選，442-445。北京：北京語言學院。
讚美歌定義。2019年4月20日，取自https://www.expecthim.com/category/gospel-television/praise-poetry
 
二、英文文獻
Abbott, M. (2002). Using music to promote L2 learning among adult learners. TESOL Journal, 11(1), 10-17.
Amtmann D ,Abbott R D ,Berninger V W . (2008). Identifying and Predicting Classes of Response to Explicit Phonological Spelling Instruction During Independent Composing. Journal of learning disabilities, 41(3), 218-234
Branch, R. M. (2009). Instructional Design: The ADDIE Approach. New York: Springer.
Clark, D. R. (2004). ADDIE Timeline. Retrieved June, 30, 2018, from http://nwlink.com/~donclark/history_isd/addie.html.DinintheLAD?,System 13(1),53-64.
Garrison, D. R. (2007). Online community of inquiry review: Social, cognitive, and teaching presence issues. Journal of Asynchronous Learning Networks, 11(1), 61-72.
Griffee, D. T. (1990). Hey baby! Teaching short and slow songs in the ESL classroom. TESL Reporter, 23(4), 3-8.
Gugliemino, L. M. (1986). The affective edge: Using songs and music in ESL instruction. Adult Literacy and Basic Education,10, 19-26.
Krashen, S. (1983). The din in the head, input, and the second language acquisition device. Foreign Language Annals, 16, 41-44.
Larsen-Freeman, D. (1985). Techniques and Principles in Language Teaching. U.K.: Oxford University Press.
Lems, K. (2001). Using music in the adult ESL classroom Retrieved April 20, 2011, from http://www.marshalladulteducation.org/pdf/briefs2/Using_Music_in_the_Adult_E SL_Classroom.pdf
Lems, K. (2005). Music works: Music for adult English language learners. New Directions for Adult and Continuing Education, 107, 13-21.
Maess, B., & Koelsch, S. (2001). Musical syntax is processed in Broca’s area: An MEG study. Nature Neuroscience, 4, 540-545.
Mason, R. (1994). Using communications media in open and flexible learning. London: Kogan Page.
Mora, C. F. (2000). Foreign language acquisition and melody singing. ELT Journal, 54(2), 146-152.
Murphey, T. (1992). Music and song. New York: Oxford University Press.
Murphey,T (1990), TheSongStuckinMyHeadPhenomenon:A Melodic
Schoepp, K.(2011). Reasons for Using Songs in the ESL/EFL Classroom. The Internet TESL Journal, 7(2).
Shin, N. (2002). Beyond interaction: the relational construct of “Transactional presence”. Open Learning, 17(2), 121-137.
Short, J., Williams, E., & Christie, B. (1976). The social psychology of telecommunications. London: Wiley.
三、韓文文獻
Cho, Sei-kyung. (2007). Current status and future of MALL, Multimedia-Assisted Language Learning, 10(3), 187-201.
Joo,Young-Ju,Lee,So-Young,Hong,Yu-Na. (2011). The Structural Relationship among Per-ceived Instrumentality, Mastery Goal Orientation, Self-Regulated Learning, and Academic Achievement in Cyber University. Journal of the Korean Association of information Education, 15(4), 645-660
Kim, Jie-Young. (2006). A Survey on mobile-assisted language learning. 現代英語教育, 7(2), 57-69.
Kwon, Soung-youn. (2011b). The investigation of the relationships among social presence, learners' characteristics, perceived effects of discussion, perceived learning and satisfaction in online learning. Jounal of educational studies, 42(3), 55-82.
Whang, Jae-Hoon, Kim, Dong-Hyun. (2005). An Empirical Study on the Critical Factors for Successful m-Learning Implementation. Journal of information technology applications & management, 12(3), 57-80
Yang, You-jung, Park, Byung-Ho, Lim, Euy-Soo.(2005). A Study on factors influencing the intention to use of m-Learning. Journal of Korean Association for Educational Information and Media, 11(1),147-165
박미경(2011). The Study of the way for Learning Application using Mobile Devices. 인천대학교 교육대학원 석사논문. (音譯)朴美景（2011）。 The Study of the way for Learning Application using Mobile Devices. 仁川大學校教育大學院碩士論文。
배두본. (1997).「초등학교 영어 교육 : 이론과 적용」.서울:한국문화사. (音譯)裵斗本1997）。初等學校英語教育：理論及應用。首爾市：韓國文化史
장은지,원은석,정동빈. (2011). The effects of using Smartphones to assist lexical inferenc-ing strategies in vocabulary learning. Modern English Education, 12(3), 342-367. （作者音譯）張恩智，院銀石，鄭東彬
조규락, 김선영. (2006). 교육방법 및 교육공학. 서울: 학지사.（音譯）周桂樂，金善英2006）。教育方法與教育工學。首爾市：學知社
한국교육학술정보원. (2003). 모바일 컴퓨팅 환경의 교육적 활용방안 연구. 서울: 한국교육학술정보원.（音譯）韓國教育學術情報院（2003）. A Study on the Educa-tional Application of Mobile Computing Environment. 首爾市：韓國教育學術情報院