The Linguistics and Teaching CSL (2nd session) The Hong ...€¦ · as a Foreign Language...
Transcript of The Linguistics and Teaching CSL (2nd session) The Hong ...€¦ · as a Foreign Language...
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“表現教學法”一個為普通話
(中文)教學所開發的對外教學法
A ‘Performance Approach’ for Teaching and Learning Putonghua
as a Foreign Language
Ochanomizu [email protected]
The Linguistics and Teaching CSL (2nd session) The Hong
Kong Polytechnic
University24-25 April 2009
Meili Fang
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發表簡介 This talk
有關語言教學的分類 type of languages teaching and learning
普通話的對外教學問題點表現教學法的成立背景
表現教學法的特徵
表現教學法的設計範圍
表現教學法和表演(包括短劇)表現教學法的成果
問題發問及討論
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有關語言教學的分類
以往的語言教學分類
•
國語教學,母語教學
•
外語教學
實際上
•
第一語言教學(常為國語教育但非一定是)
•
第一外語教學(常為專業或專攻外語課程)
•
第二或第三外語教學(常為非專業外語課程)
•
少數民族語言或稀用教學語言
•
移民或居住的第二或第三國的國語教學
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普通話的對外教學問題點
學生問題:漢語系或非漢語系不同語言背景不同的學習動機
師資問題:專業或教學法訓練的有無中文知識:語法、文字、文化
教材問題:(參照13)漢字教學問題:
該不該教怎麼教教什麼漢字教材問題
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成立背景
起源—第一外語(專業外語) 課程
成立—第二外語教學 (非專業外語課程)
中文課程筑波大學的第二外語教學
福建語課程(以下均以台語課程為稱)
東京外國語大學的福建語課程
應用—第二外語教學及危及語言倫敦大學Imperial college的第二外語:中文教學
倫敦大學SOAS的第二外語:福建語教學
立陶宛土耳其語系Karaim語的暑期密集課程:危及語言教學
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表現教學法的特徵快速學習效果且學習過程及目標的明朗化 (rapid, measurable learning)
配合學習動機、目的、時數來制訂學習目標
教室是表演的舞台 (classroom is a‘theatre’setting that makes interactions more authentic)
‘螺旋式’(spiral of learning)的學習程序 ☞ 7
實用性的會話教材、多樣式的學習方式和效率性的課堂活動及考試(effective materials, activities, assessment)
短劇的創作及表演(語言機能:如感情表現、文化的差異speech functions; cultural )
兩個階段性的學習(教材學習→短劇的應用/參照12)
母語者的短劇參與(involve language speakers)
提供課程結束後的學習
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一般外語教學的學習程序 ☞ ‘銀行儲蓄式’ bank savings
表現教學法的學習程序 ☞‘螺旋式’
Go back
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表現教學法的設計範圍課程設計 (course design)(後述9)
•
配合學習動機、目的、時數制訂學習目標
•
學習過程及目標的明朗化
教材設計(textbook design) •
實用及演繹性的會話教材
•
易吸收的對外漢字教學的開發(參照13)
•
補助教材及練習和應用的開發
(參照)
課堂活動設計(class activity design) (參照9/23)
•
學生由不斷地發言、練習、訂正來提高語言運用的能力
•
記錄每個學生學習的錯誤的傾向
考試、評分及回饋的設計(feedback and evaluation design) (參照9/29)
•
多樣式的考試及評分方式
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課程的規劃和設計
課程概要•開課的方針•開課的對象•學習目標(教學大綱)•評分方式•開課的場所
教學大綱•學習目標•學習計劃•開課人數(教材的介紹)
學生的調查•對象•學習動機•學習回饋
評分標準與方式•怎麼樣評分
•考試與否•評分標準
•什麼時候考試
課程完後的規劃
開課對象•系所科別/推廣•外語/第二語言
開課方針•某方面的技能•時數學習
課堂活動•學習方式•錯誤傾向的紀錄•補助教材的制作•試題的制作•短劇的指導
開課後 開課前
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表現教學法的課程設計
course design
課程設計(course design)
教學概要 (syllabus) ☞ 11
教材的制作(textbook/other materials )(參照19/20)
學習動機(motivation) ☞ 21-22
課堂活動的設計(class activity) ☞ 23
短劇的指導(creation of drama) ☞ 24-28
成績的評鑑方式(evaluation) ☞ 29
回饋的制作和調查 (feed back) ☞ 30
課程結束後的自我複習和學習(Generates language learning resource)
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教學概要(課程大綱)
開課人數
指導計劃
學習目標
教材和補助教材(參照 syllabus 2009)
Go back
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表現教學法的學習目標
每周一次,學習數為四十個小時的中文課程:•
第一個學習階段
(約三十五個小時)
•
以
[Spoken Chinese]教材為主,
約可學習四百五十個字彙。
•
每次十個漢字,以易而難,簡入繁的獨創教學方式及教材。
•
第二個學習階段(約五個小時)以短劇創作方式—約可擴
大5%左右的學習範圍。
每周兩次,學習數為六十個小時的台語課程:•
第一個學習階段
(約五十個小時),以
[Spoken Hokkien]
教材為主、約可學習四百五十個字彙。
•
第二個學習階段(約十個小時)以短劇創作方式—約可擴
大20%的學習範圍。
•
半年的學習效果可達到初中級的聽說讀寫的四個技能
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教材的制作或選定textbook
學習對象的考量實用性的內容
對話型的場面設計由簡入繁的方式編制漢字教材(學習系統→語音測驗→聽寫跟聽取參照)由象形或指事→会意→形声
教材的制作有引導性及可習性的內容(give mileposts and confidence to learners)
循環性的Sequence課文不宜老舊和過長(learnable)文型不宜過繁雜,字彙不宜過多Controlled vocabulary and structures
相關字彙的介紹和應用練習題的學習測驗e.g. Elementary Spoken Hokkien (Fang 2006b), Spoken Chinese (Fang 2007), 漢字教學教材
Go back
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Textbook: Maryknoll
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Textbook: Elementary Spoken HokkienIntroductionLesson 1 VowelsLesson 2 ConsonantsLesson 3 TonesLesson 4 Tone changeLesson 5 What’s your name? / Lí kúi sèⁿ?Lesson 6 Greetings / Chih-pá bōeLesson 7 What is it? / Che sī sím-m…h?Lesson 8 What would you like to drink? / Lí ài lim sím-m…h?
Lesson 9 What day is today? / Kin-á-jit chhe-kúi ?
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Textbook: Elementary Spoken HokkienLesson 10 When is your birthday? / Lí ê siⁿ-j…t tang-sî ?Lesson 11 Which number are you calling? / Lí phah kúi hō ?Lesson 12 How much is this ? / Che ài gōa-che chîⁿ ?Lesson 13 Do you know where the toilet is ? / Lí kám chai-iáⁿtó-ūi ū piān-só ?Lesson 14 What are you doing? / Lí teh chhóng-siàⁿ ?Lesson 15 Inviting a friend / Iok-pêng-iúLesson 16 How long have you been learning Taiwanese? / Lí Tâi-gí h gōa kú a ?Lesson 17 Can I try it on? / Che ē-sái chhì-chheng bē ?Lesson 18 Making a booking / Tēng pâng-kengLesson 19 What’s wrong with you? / Lí sī án-chóaⁿLesson 20 Introducing friends / Kài-siāu pêng-iú
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Lesson 10:
Lí
ê siⁿ-j…t tang-sî?
1. Tùi-ōe / Dialogue A:
Lí
ê
siⁿ-j…t tang-sî?
B:
Góa ê siⁿ-j…t sì
ji-geh chhe-peh. Lí
ê leh?
A:
Góa ê siⁿ-j…t si
chiaⁿ-geh chp-it.
B:
Sī
téng-kó-geh ȯh.
A:
Hèⁿ.
B:
Lí
kám chai-iáⁿ
lín lāu-su īn cha-b-kiáⁿ
ê seⁿ-j…t sì
tang- sî?
A:
Góan
lāu-su īn cha-b
-kiáⁿ?! Lí
mg che beh chhóng- siàⁿ?
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Grammatical explanations
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Spoken Chinese
Introduction Lesson 1 PinyinLesson 2 What’s your name?Lesson 3 Are you a teacher?Lesson 4 What is it?Lesson 5 What day is today?Lesson 6 How many family members?Lesson 7 Who is she?Lesson 8 What kind of food do you like?Lesson 9 Where do you live?Lesson 10 Introduce yourselfLesson 11 Where’s the toilet?
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Spoken Chinese
Lesson 12 What are you doing?Lesson 13 Are you free this Sunday? Lesson 14 Have you been to China?Lesson 15 What are you doing on your vacation?Lesson 16 A chat about the weatherLesson 17 At the breakfast shopLesson 18 What shall I do?Appendix 1 GrammarAppendix 2 Answers to questionsAppendix 3 Simplified and traditional characters
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學習動機的調查
Garde and Lambert (1972) 的學習動機分類
統合型(integrative motivation)—
道具型(instrumental motivation)—
Go back
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學習動機的調查
日本的學生對普通話的學習動機—旅遊、受親友或當時流行趨勢的影響、對將來找工作有利
Imperial College的學生對普通話的學習動機—旅遊、交流、受朋友的影響
亞非學院的台語課程學生的學習動機—•
“my experience will be enriched, by even a basic knowledge of Taiwanese, as Mandarin will only take you so far, especially outside the major cities”
•
“[my goal is] to be able to comfortably converse in Taiwanese and to read and translate the poetry and fiction”
•
“[I was] recommended the aesthetic beauty of Taiwanese over the convenience of Mandarin”
Go back
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課堂活動
多樣的學習方式
口語訓練法
問答法
對話法
獨自背誦法
短劇表演
讀寫訓練法
隨堂考試,聽力測驗
相關性的補助教材
短劇編寫 ☞ 24
不同的對話對象Go back
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短劇的指導
drama
短劇指導的程序有以下步驟:成員的組合
題材的決定
內容的討論及編寫
內容的翻譯
翻譯的訂正—
內容的錄音—
內容的學習與背記
預演及指導
考試及錄製 Go back
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2006年的劇本:香蕉明的白日夢..劇本編者: Jonny Moses & Rui Niu 日期: 2006年05月03日
阿明: Ming 楊修女: Sister Yang
阿李: Lee 老王: Old Wong 唱片老闆: Record Producer
A: Be king-chio, be king-chio! Tai-oan e king-chio siok koh ho chiah! Kin lai be a!買香蕉, 買香蕉! 台灣的香蕉好吃而不貴! 快來買呀!Get your bananas, get your bananas! Taiwan bananas are cheap and delicious! Come and get them before they’re gone!B: Thau-ke gau-cha, king-chio chit-kin goa-che chi*?老闆早安, 香蕉多少錢一斤? Good morning, how much for half a kilo?A: Iu* Siu*-lu gau-cha! Sa-chap khoḿ, ho chiah koh siok o!楊修女, 早! 三十塊,好吃而不貴! Good morning Sister Yang! 30NT, they’re cheap and delicious!
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2006年的劇本:香蕉明的白日夢..
B: Chit-kin sa-chap khoḿ oh4?! chiah1-ni kui a! Na goa be khah-che e3, li e-sai sng khah-siok e be?一斤三十塊?! 好貴喔! 我買多點的話, 你可以給我便宜些嗎? 30NT for half a kilo?! So expensive! Can you do them any cheaper if I buy a bit more?A: E-sai, e-sai.可以啊. Ok, sure.B: M-ko, goa ai seng chhi chiah khoa* li e king-chio u-ia* u ho-chiah boḿ….不過, 我要先試一試你的香蕉是否真的好吃…But first I’ve got to see whether your bananas are sweet or not…A: Bo bun-teh, ia bo, li chiah khoa* mai..沒問題, 要不然, 你吃看看.. No problem. Here, have a little taste.
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2007年的劇本: Tōa-tn̂g kiò sió-tn̂g大腸告小腸
Lāu-bú: Maki Hosoda Mark: Mark Prosser Lāu-pē: Benjamin Hlavaty Maggie: Maggie Yuen 日期: 2007年 5月 2日
Maggie: Hit-ê khoaⁿ-khí-lâi kan-nā chin hó-chia ̍h. Lâi, chia ̍h-pn̄g.彼個看起來干若真好食. 來, 食飯. This looks so good. Let’s eat.Lāu-bú: Mark, lí sī ha ̍k-sing, sī-bô?Mark, 汝是學生, 是否?Are you a student, Mark?Mark: Sī-à, goá chit-má tī Tâi-ôan Tāi-ha̍k teh tha ̍k-chheh, í-keng ū nn ̄g-nî ā. Goá chin kah-í Taî-oân-ê sing-oa̍h in-uí Taî-oân-lâng chin hó tàu-tīn.是啊! 我現在佇臺灣大學在讀書,已經有兩年啊!陣我真甲意臺灣的生活, 因爲臺灣人真好鬥 陣.Yes, currently I study at Taiwan University. I have been for twoyears already. I’m really enjoying life here, because Taiwanese people are so friendly.
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2007年的劇本: Tōa-tn̂g kiò sió-tn̂g大腸告小腸
Lāu-bú: Lí teh o ̍h Tiong-bûn hiō·?汝在學中文hiō·? Do you study the Chinese language?Mark: Goá sī lâi o̍h kò-kiong ê mih-kiāⁿ ê.我是來學故宮的物件的. Actually, I’ve come here to study the ancient works at the National Palace Museum.Lāu-pē: A, eng-kai sī chin chhù-bī hiō·!啊, 應該是真趣味 hiō·!Ah, that must be interesting!Mark: Bô-là, ū chin-choē aì-siá à. Goá ū-êng ê sî-chūn, iā ē o̍h Taî-oân-ōe m ̄-koh kóng-liaú bô-hó. Chhiáⁿ lí kà goá.無啦, 有真濟愛寫啊. 我有閑的時陣, 也會學臺灣話毋佫講了不好. 請汝教. Not really, there’s a lot of writing involved. I’m also learning Taiwanese in my spare time, but my Taiwanese is poor.
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成績的評鑑方式evaluation design
怎麼樣評分
考試或出席率
評分標準
SOAS的台語(碩士)課程成績的評鑑方式—
論文
口語考試說明題
口譯題
問答題
會話應用
短劇考試的表演Go back
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學習回饋
Feedback
回饋的目的教學改革—好的回饋(建設性的批評)是教學改革的一大助力
學習自我評鑑客觀的角度及謙虛的態度去反省學習上或教學上的不足、疏忽或須改進的地方
回饋內容的設計對課程的評鑑
課程設計與說明及補助教材的設購等的滿足度
對老師的評鑑上課態度、教學的準備、說明的詳否、進度的快慢、課堂活動的設計及其公平性等
對教材及補助教材的評鑑學生的自我評鑑
上課態度、學習態度、出席頻率、學習成效和四個技能的優缺點等的自我評價
短劇的回饋Go back
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結論
表現教學法—
一個可預知的、可數的、可用的、且具有理論性的快速學習普通話的對外教學法
一個訓練教師了解語言的導入、展開、應用及其驗收學習成果第二外語教學法
明確和相互作用的課程及教材設計
學習者有實際的語言生產及矯正和應用等機會
互動性的語言教學法—小組的短劇創作、表演
資源的創作—生產的資源成為往後的學習材料
使大學的第二外語或對外普通話教學更具意義
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結束
謝謝
敬請指教