軍事情境初級華語課程設計-以宏都拉斯軍人學習者為例

Abstract

自 2007 年起，宏都拉斯國防語言中心的軍官學生即使用一般華語教材學習中文，而近年來專業華語在商業、航空、護理、觀光等不同領域蓬勃發展，卻尚未出現專門給軍人的華語課本。於是本研究採用「問卷調查法」了解宏都拉斯軍人學生的需求後，製作了 11 單元共 110 個詞彙的初級軍事華語詞彙補充講義。此外，也設計一系列軍事情境華語課程活動，包含配合原教材《實用視聽華語》課文主題，產出軍事情境對話，另安排「打電話給臺灣軍官」視訊活動，讓學生將所學詞彙運用在真實對話中。同時，也舉辦「臺宏軍事文化差異」講座，邀請 3 位臺籍與宏籍軍官至課堂上分享自身經歷，讓學生除了學習軍事中文，也了解臺宏軍方在工作文化上的不同。最後，本研究請了 5 位相關領域的專家評鑑軍事華語講義，並以問卷及訪談調查了 10 位學生對於本課程的收穫與滿意度，評分顯示本研究的軍事情境初級華語詞彙為優秀的補充講義，且課堂活動設計也成功讓學生使用軍事中文，確實符合宏都拉斯軍事學習者未來外派臺灣及口譯華語的需求。For many years the military students at the Language Center of the Armed Forces in Honduras have been using traditional standard mandarin Chinese text-books, which do not meet their professional need. Although Chinese for Specific Purposes has been tailored to diverse professional needs, such as business, nursing, aviation, and tourism, there is no textbook dedicating specifically to military pur-poses. Therefore, the study first adopts the questionnaire survey method to map out the Honduran military students' needs and compiles supplementary teaching notes with basic military mandarin which contain 11 units, 110 vocabularies. The researcher designs a series of activities that consist of military scenarios, so the students can develop dialogues based on the standard textbook, Practical Audio-visual Chinese, that was initially used in the class. To help the students apply these vocabularies and dialogues in a real-life con-versation, the study does an online program called "Chatting with Taiwanese Mili-tary Officers" that allows students to practice with Taiwanese counterparts. Fur-thermore, the researcher also hosts a forum on military cultures comparison, where 2 Taiwanese and 1 Honduran military officers are invited to the class to share their experiences and observations at work. The students can hence not only learn mili-tary mandarin but also understand the differences in two military work cultures. Lastly, to assess the result, 5 experts in the related fields were invited to eval-uate thesupplementary notes and conduct surveys among 10 students for feedback. The overall score suggests that military mandarin is a significant supplementary, and the findings show that this curriculum meets the need of Honduran officer learners who serve as translators in Taiwan.