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研究生: 甘鈺瑄
KAN, YU-HSUAN
論文名稱: 不同語言任務類型對華語初學者在虛擬情境中口語溝通能力之影響─以第二人生為例
The Effects of Different Language Tasks on CSL Beginners’ Chinese Oral Communication Performances in Second Life
指導教授: 張國恩
Chang, Kuo-En
宋曜廷
Sung, Yao-Ting
籃玉如
Lan, Yu-Ju
學位類別: 碩士
Master
系所名稱: 資訊教育研究所
Graduate Institute of Information and Computer Education
論文出版年: 2013
畢業學年度: 101
語文別: 中文
論文頁數: 121
中文關鍵詞: 任務型教學法口語溝通華語學習第二人生
英文關鍵詞: Task-based Approach, Oral Communication, Chinese as Second Language Learning, Second Life
論文種類: 學術論文
相關次數: 點閱:178下載:36
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  •   以意義、目標及溝通為導向之任務教學法常被用於華語教學中,用以提升學習者之口語互動及溝通能力,但如何建立真實語境以增加學習者有意義的口語互動,是一個值得討論的問題。近年來,研究者發現具備擬真環境及多人互動特色之第二人生可予以補足。
      本研究旨在探討學習者於不同任務型華語學習活動中的口語溝通能力,採實驗研究法,對象為30位CSL初學者。透過華語聽說能力前後測結果、教學影片分析、態度問卷和課後訪談,探討此學習模式對學習者溝通能力之影響,同時找出較可增加互動之任務類型,學習者之口語錯誤類型以及對此學習方式之態度。
      研究結果顯示於第二人生中進行任務型學習活動能顯著提升學習者的溝通能力,而推理任務下溝通能力之提升較資訊互補任務更為明顯。除此之外,透過學習者任務執行歷程及後測分析可發現學習者常犯之口語錯誤包含「把」字句偏誤、語序偏誤、動詞詞序偏誤以及「的」字缺漏偏誤。態度方面則發現兩種任務類型皆可提升學習者之學習動機,其中推理任務組略優於資訊互補任務組。對於在第二人生中透過任務學華語,學習者持正面態度,但同時也提出此學習模式需相當程度的硬體設備與穩定網速支援。

    Task-based approach, which involves a primary focus on meaning, target and communication, is commonly used in Chinese as second/ foreign language teaching to improve learner interaction and communicative competence. However, it is sometimes difficult to provide an authentic learning environment in traditional Chinese classrooms to enhance learners’ meaningful oral interaction, and thus the topic is worth discussing. In the past years, researchers found that the difficulty can be alleviated though teaching and learning in Second Life, a platform which can provide users with the authentic context and the function of multi-user interactive shared 3D environment.
    According to the research purpose, Experimental Research Design was used in this study, and 30 CSL beginners were recruited. Through analysis of students’ pre-and post-test scores, teaching videos clips, questionnaires and after class interviews, this study investigated whether and how two types of task-based learning activities (e.g., information gap and reasoning gap) in Second Life can improve learners’ oral communication performances, and discussed which type of task activity can best help learners’ interaction and help teachers to find students’ error patterns. Besides, learners’ attitudes toward this learning approach are also being explored.
    The results showed that implementing task-based learning activities in Second Life can make significant progress toward improving learners’ communication competence in both types of tasks. According to the data, however, the students who participated in the reasoning-gap task significantly improved their oral proficiency more than the ones participated in the information-gap task. In addition, learners’ error patterns like “bǎ” construction errors, sequential errors, verb sequential errors and omission errors of “de” were found in task implementation and post-test analysis. As for the attitude, we found that learners with both types of task have great learning motivation, especially in the group of reasoning-gap task. Although these CSL learners reported positive attitudes toward learning in Second Life, they also suggested that there is a need to provide better hardware and stable internet connection to ensure the effectiveness of implementing the task-based learning approach.

    附表目錄…………………………………………………………………………….vi 附圖目錄…………………………………………………………………………….viii 第一章 緒論……………………………………………………………………….1 第一節 研究背景與動機…………………………………………………….1 第二節 研究目的與待答問題……………………………………………….4 第三節 名詞釋義…………………………………………………………….5 第二章 文獻探討………………………………………………………………….6 第一節 華語文學習………………………………………………………….6 壹、 各國華語學習狀況………………………………………………………….6 貳、 語法學習的難點…………………………………………………………….8 參、 小結………………………………………………………………………….9 第二節 溝通式任務型教學法……………………………………………….11 壹、 以溝通為目標的互動式學習……………………………………………….11 貳、 任務型教學………………………………………………………………….15 參、 小結………………………………………………………………………….21 第三節 虛擬情境在任務型教學之運用…………………………………….22 壹、 虛擬情境用於語言教學…………………………………………………….22 貳、 於第二人生中進行任務型華語教學之相關研究………………………….25 參、 小結………………………………………………………………………….27 第三章 任務型虛擬情境溝通教學設計………………………………………….29 第一節 學習內容架構……………………………………………………….29 第二節 任務型虛擬情境溝通教學設計原則與說明……………………….31 第四章 研究方法………………………………………………………………….37 第一節 研究對象…………………………………………………………….37 第二節 研究設計…………………………………………………………….37 第三節 研究工具…………………………………………………………….39 第四節 實驗程序…………………………………………………………….43 第五節 資料蒐集與分析…………………………………………………….45 第五章 結果與討論……………………………………………………………….46 第一節 口語溝通能力表現………………………………………………….46 第二節 口語錯誤類型……………………………………………………….48 第三節 學習態度…………………………………………………………….52 壹、 華語學習動機……………………………………………………………….52 貳、 第二人生可用性評估……………………………………………………….56 參、 學習者之意見與訪談……………………………………………………….57 第四節 結果摘要…………………………………………………………….60 第五節 綜合討論…………………………………………………………….63 第六章 結論與建議……………………………………………………………….68 第一節 結論………………………………………………………………….68 第二節 建議與未來研究方向……………………………………………….70 參考文獻…………………………………………………………………………….73 附錄………………………………………………………………………………….83 附錄一 教學與任務設計………………………………………………………….84 附錄二 華語溝通能力測驗試題(前測)……………………………………….102 附錄三 華語溝通能力測驗試題(後測)……………………………………….108 附錄四 華語學習動機暨第二人生用於華語學習之可用性問卷……………….113 附錄四A 華語學習動機問卷…………………………………………………….114 附錄四B 第二人生用於華語學習之可用性問卷……………………………….118 附錄五 口語輸出評量表………………………………………………………….121

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