中級華語會話教材之設計—以俄語背景學習者為例

Abstract

俄語背景學習者，除了母語為俄語的俄羅斯學生，還包含語言系屬與俄語接近的烏克蘭和白俄羅斯學生，他們於本國的華語學習缺乏目標語環境和母語師資，現有教材又有老舊、缺乏針對性等問題，說明其對新編華語教材需求的迫切。本研究旨在透過俄漢語言的對比分析，尋求以俄語背景學習者為例之華語對比型教材的可行途徑，作為本研究發展對俄中級華語會話教材與提供編寫相關教材之未來方向。 本研究主要採「發展研究法」，參酌漢俄兩語言的對比分析成果及其在教學應用之研究，並結合會話教學、課程與教材設計原則等，作為本研究之理論基礎，並透過對俄羅斯等三國華語教學現況的剖析，以及訪談俄語背景學習者和具對俄華語教學經驗的教師，瞭解師生對教材之需求與建議，歸納出中級華語會話教材設計之整體方向，最後進行教材設計範例。 研究過程中，發現針對俄語學生之中級華語會話教材設計應注意下列幾點：一、掌握漢俄語言和文化對比的差異性；二、遵守教材編寫原則，包括科學性、趣味性、針對性、實用性、合作性、真實性六項原則；三、會話教學不只是語言知識的傳授，還應培養學生理解掌握語用規則、功能項目、文化知識等，符合交際情境，並注重語言交際的得體性。 本研究認為未來應加強對比型教材的發展與完善相關理論研究，充實華語教師對各種母語及文化背景學習者的認識，將有助於提升整體華語教學效率與成果，增強台灣於華語教學領域的國際競爭力。

The ultimate goal of this study is designing a Chinese Conversation textbook in intermediate level for students with Russian language background, include Russian, Ukrainian and Belorussian students, whose native language belong to the same language family- East Slavic.In Russia, Ukraine, Belorussia, students lack pure Chinese environment and Chinese teachers. Moreover, there is few complete Chinese instructional materials designed for students with Russian Language Background. Therefore, choosing appropriate conversational technique and topic content for intermediate conversational materials become critical in order to enhance their oral ability and expand Chinese language knowledge. This study focuses on Russian students with learning difficulties caused by the difference between Chinese and Russian language, and devise intermediate conversation training materials for Russian students. From interview administered to Chinese language learners with Russian language background and Chinese teachers, and the analysis of learning circumstances and textbook content, students’ needs and teachers’ suggestions on conversation materials can be laid out. In additional to the interview, the theories of contrastive analysis, developmental standards of instructional design and compiling teaching materials are incorporated to be a theoretical foundation. The preliminary conclusions are obtained. First, contrastive analysis in native and target language are helpful to language teaching and learning. Secondly, a analysis about students’ need should be performed prior to compiling conversation training materials to conform to the demands of Russian student, include Russian interpretation of new words and grammar, and more illustrative sentences and exercises. The attention of future teaching development in Russia, Ukrainian and belorussian should place on the studies of contrastive analysis in Chinese and Russian, designing more teaching materials, based on the outcome of contrastive analysis as well as expand development of Chinese as a second language teaching.