針對日本人溝通文化之華語教學對策 – 運用心智圖之教學實施研究

Abstract

在日本國內外，提升日本人的外語溝通能力一直是一種挑戰，華語會話教學領域也不例外。據前人研究，外語教育研究者及教師探究其問題點並施行對策教學，雖帶來一些教學成果，但以現場教師的觀感以及外語說話能力測驗數據來看，顯然學習外語多年的日籍學習者在溝通說話能力上仍滯後於CEFR的A1、A2初級水準；而在海外留學的日籍學習者，雖有環境之利，但達到中高級溝通表達能力者卻遠不如其他外籍人士，至今仍未解決此問題。也意味著在跨文化交際和外語交流上，溝通表達能力的不足會造成根本性的困擾。 此外語溝通表達問題的特徵與現象僅現於多數的日籍學習者，卻少見於其他外籍生，因此，研究者關注其內部影響因素，即日本人的獨特思維層面所引發阻礙外語會話表現。本研究在教學實施前，將形成思維具有密切關係的文化及語言相關文獻作為分析材料，從中剖析思維的影響。接著，透過問卷、訪談、檢證實驗及觀課，觀察到日籍學習者特有的思維的確對於外語溝通表達造成負面影響。在調查過程中也發現日籍學習者對華語會話學習的原本需求是希望訓練「聊天」的能力，但現存會話教學上並未重視此需求，反而偏重某些固定情境的短句會話。 本研究進行針對性的華語會話教學實踐設計，將阻礙日本人華語會話表達的獨特思維因素，以及對於學習會話的需求，融入會話教學設計原則，據此建立教學構想並進行內容建構，並針對「會話」與「對話」的兩種不同溝通概念，設計出「會話心智圖」與「對話心智圖」之學習模式。 教學實踐階段，本研究對大學華語中心的11名日籍學習者進行十小時的華語會話課程。教學活動採講述法與行動學習法，導入日本人的思維引起的負遷移，利用「會話和對話心智圖」進行學習者為主體教學活動。基於課前後錄音會話內容的差異，及課堂情形和教學後訪談記錄以印證教學成效，經彙整分析後，發現全員大多能掌握訓練會話技巧、提升溝通表達能力，也同意解決思維阻礙因素的重要性。藉此可歸納出本論文所提供的華語會話教學模式對日籍學習者有所幫助，印證了為提升日本人的外語表達能力，除了應著重目標語言的口語表達外，也需考慮日本人特有思維所產生之阻礙。In Japan and abroad, improving Japanese communication skills in foreign languages has always been a challenge, even in the field of Chinese conversation teaching. According to previous studies, foreign language education researchers and teachers explore the problems and find some ways to solve it. They have brought some teaching results. However, based on the teacher’s perception and data of foreign language speaking ability test etc., it is obvious that Japanese learners who have studied foreign languages for many years, their communication and speaking abilities are still stop at the basic level of CEFR A1 and A2. while Japanese learners studying abroad, although they have environmental benefits, their communication skills are inferior to other foreigners. The problem has not been solved yet. It means that in cross-cultural communication and language communication, these lack of communication skills will cause some problems. In addition, the characteristics of language communication problems are only present in most Japanese learners, but are rarely seen in other foreign students. Therefore, I pay attention to the influence of unique Japanese thinking in foreign language conversation. Before the implementation of teaching, I take the cultural and language-related literature that has a close relationship with the formation of thinking as the analysis material, and analyze the influence of thinking. Then, from questionnaires, interviews, verification experiments, and class observations, it was observed that the unique thinking of Japanese learners caused a negative transfer of foreign language communication. During the investigation, it was discovered that the original needs of Japanese learners for Chinese conversational learning hope to train the"chat" ability, but now the conversational teaching don’t pay much attention to the part. This research carries out a targeted Chinese conversation teaching practice design, integrating the factors of Japanese unique thinking that hinder the expression of Chinese conversation and the demand for conversation teaching into the principles of conversation teaching design. Based on this, the teaching concept is established and the content is constructed, and aimed at " Two different communication concepts of "conversation" and "dialogue", and design the learning mode of "conversational mind map" and "conversational mind map". In the teaching practice stage, 11 Japanese learners from the University Chinese Language Center achieved a 10-hour Chinese conversation course. The teaching activities adopt the narration method and action learning method, introduce the negative transfer caused by the Japanese thinking, and use the "conversation and dialogue mind map" to do the teaching activities. The differences in the content of the recording before and after the class, the classroom interactive situations, and recording of post-teaching interview confirm the effective teaching can have summarized and analyzed the results, it is found that most of the learners could understand how to use the conversation skills and improve their communication skills. They also agreed on the importance of solving the obstacles to thinking. In this way, we can conclude that the research of Chinese conversation teaching modes are helpful for Japanese learners. It’s show that in order to improve Japanese foreign language expression ability, we should not only focus on the oral expression of the target language, but also consider the unique thinking of the Japanese that caused obstacles.