華語教學之課室活動研究-以泰國廣肇學校為例

Abstract

本研究旨在探討泰國曼谷私立學校實施華語教學的現況，以泰國廣肇學校的一個雙語班為研究對象，呈現雙語班的日常生活與泰、華語教學面貌，了解雙語班在其社會文化脈絡的定位，由教師及學習者角度說明雙語班潛藏的問題。研究者採取行動研究取向，進行觀察與文件搜集、訪談、調查，以了解雙語班的現況，並對現行雙語之課程規範及教學提出建議。本研究的主要假設問題如下: 1. 了解溝通型導向與任務型導向教學法何者較適合泰國雙語教學? 2. 了解泰國華語教學的有效策略為何? 3. 了解泰國華語教學的困難點與解決方法? 其它問題包含了, 泰、華語教學目標不明確、外籍教師理念落差過大、教材內容有待改進、教法引發不良後果、未做到學習輔導、日常溝通不足、外籍與泰籍教師的合作不良。 學習者角度；學習者多半有學習興趣、或多或少有學習成效、對不同教學風格的反應有好有壞、學習者遭遇理解與表達上的困難、部分學習者產生略為偏差的想法。 根據研究發現，針對學習者，雙語(泰、華語)教學應否實施或訂定明確的雙語教學目標或原則。研究者提出決策上的思維以及教學上的建議，包括教材、教法、外籍與泰籍教師的合作要領、重視與學習者的日常溝通與學習成效。This research is a critical review of the present situation with regard to the implement mandarin Chinese teaching in Bangkok’s private schools, The KwongSiew School of Thailand. Critical observations of the school day of the student of one Thai-speaking class are made, following, and in the light of, the introduction of Mandarin Chinese teaching. The observations are underpinned by the writer’s understanding of the culture of the students and the teachers. Their opinions are voiced by their responses to an interview.

The researcher adopts an “Action” methodology, involving observation, data collection, and interviewing. Resulting proposal are aimed at improving the present second language curriculum and management and quality of teaching.

Three main questions are address by the research. First: what teaching method is most suitable for second language learning, the ‘task based’ method or the ‘communication base’ method? Secondly: what is the most effective teaching strategy in Thailand for teaching Mandarin? Thirdly: how might the present teaching difficulties be overcome?

Associated problems are revealed such as different teachers having different teaching goals resulting from a lack of communication between the Thai and foreign teachers and a consequent lake of cooperation. There are also some problems which arise from the content of teaching material which is awaiting improvement. The initiating of teachers into the strategies and techniques of second language teaching has been inadequate which has contributed to students showing little interest in and a poor attitude towards learning Mandarin.

The writer concludes that students’ learning of Mandarin would improve if the principles and goals of Mandarin teaching in Thai schools were made explicit, if mechanisms for Thai and foreign teachers to collaborate were introduced, if the method of second language teaching was agreed, and if the Mandarin teaching material were improved.