對外台語教學自編教材設計──以台大日籍交換學生為對象
Abstract
筆者在台大的語言中心教授台語多年，按照目前的選用教材與教學模式，雖然有一定的成效，但是卻無法完全滿足學生所需。筆者深感有必要做一番全面的檢討，重新檢視教材、教法，學生特質和學習動機等因素，以求改進。
日本人學習台語的歷史迄今已有超過一百一十五年之久，且歷來學習台語的外籍學生中有一半以上是日籍學生。因此，筆者想藉由這個研究的機會，重新編寫針對母語為日語的學生所專用的短期台語學習教材以及設計輔助的教案，期許未來能有助於對母語為日語的學生的對外台語教學。本研究試圖解答下列的問題：
一、以日語為母語的短期在台的日籍學生，他們學習台語的動機、優勢、困難為何？
二、目前使用的教材對他們的適用性如何？
三、如何編寫以日語為母語的短期在台的日籍學生為讀者群的專用台語教材？
本研究採用個案訪談法、文獻回顧分析和對比分析法，藉以檢視目前的教材、教法的優缺點，並瞭解母語為日語的學生在台灣學習台語時的特殊背景、學習目的、使用情境、先天優勢、實際困難後，設計編寫適合他們專用的教材，以及搭配的教案和教學活動。
I have been teaching Taiwanese in NTU Language Center for many years. Although the current learning materials and teaching model work fairly well, they still fail to satisfy all of the learners' needs. For this reason, it is necessary to review the whole teaching process and re-examine the teaching methods, learning materials, learners' personality traits, and learners' motivation in order to improve the present situation. It has been more than 115 years since Japanese people learned Taiwanese for the first time, and nowadays more than half of the foreign Taiwanese language learners come from Japan. Therefore, I would like to make use of this chance to design new Taiwanese learning material and lesson plans for the beginners whose native language is Japanese. I hope those new learning material and lesson plans can help the Japanese exchange students who want to learn some basic Taiwanese in a short-term program in NTU Language Center. In addition, this study aims to answer the following questions: 1. What are the Japanese exchange students' motivations, advantages, and disadvantages when they join a short-term program to learn Taiwanese in Taiwan? 2. Are the current adopted materials suitable for their use? 3. How can teachers design proper Taiwanese learning material and lesson plans for Japanese exchange students in a short-term Taiwanese learning program? Utilizing the interview method, literature review method, and contrastive analysis method in this study, I can survey the advantages and disadvantages of current available learning materials and teaching methods to compare and contrast them and can understand the Japanese exchange students' special backgrounds, motivations, usage situations, advantages, and disadvantages. As a result, I am able to design new learning materials, lesson plans, and classroom/outdoor activities that are suitable for Japanese exchange students' use.
I have been teaching Taiwanese in NTU Language Center for many years. Although the current learning materials and teaching model work fairly well, they still fail to satisfy all of the learners' needs. For this reason, it is necessary to review the whole teaching process and re-examine the teaching methods, learning materials, learners' personality traits, and learners' motivation in order to improve the present situation. It has been more than 115 years since Japanese people learned Taiwanese for the first time, and nowadays more than half of the foreign Taiwanese language learners come from Japan. Therefore, I would like to make use of this chance to design new Taiwanese learning material and lesson plans for the beginners whose native language is Japanese. I hope those new learning material and lesson plans can help the Japanese exchange students who want to learn some basic Taiwanese in a short-term program in NTU Language Center. In addition, this study aims to answer the following questions: 1. What are the Japanese exchange students' motivations, advantages, and disadvantages when they join a short-term program to learn Taiwanese in Taiwan? 2. Are the current adopted materials suitable for their use? 3. How can teachers design proper Taiwanese learning material and lesson plans for Japanese exchange students in a short-term Taiwanese learning program? Utilizing the interview method, literature review method, and contrastive analysis method in this study, I can survey the advantages and disadvantages of current available learning materials and teaching methods to compare and contrast them and can understand the Japanese exchange students' special backgrounds, motivations, usage situations, advantages, and disadvantages. As a result, I am able to design new learning materials, lesson plans, and classroom/outdoor activities that are suitable for Japanese exchange students' use.
Description
Keywords
台語, 對外台語教學, 教材設計, 母語為日語的台語學習者, 對比分析法, Taiwanese, teaching Taiwanese as a foreign language, learning material design, Japanese exchange students, contrastive analysis method, Taiwanese learning, Taiwanese teaching, foreign language learning, Japanese, Taiwanese as a second language