國別化華語教學研究-針對印尼學生之「的」、「在」、「把」、「被」偏誤教學為例

Abstract

印尼學生在學習華語的時候，碰到種種語言因素的問題，如語音、詞語及語序之偏誤。但以筆者的看法，在教學上最為典型的問題還是語序的偏誤，因為在課堂上教語序的時候，還可以融入糾正學生的發音及詞語；相反地，若只教語音或詞語，則無法涉及到語序的結構性問題。此外，話題是建立在一個句子裡面，一個句子是建立在基本語序之下，而不只是語音或詞語而已。所以本論文建議在設計課堂教學來傳授華語之前，首先應要針對學生的語序偏誤作調查，並且更進一步探討與了解學生的問題，是否受到母語影響、華語本身難度、教材使用不恰當或者教師課堂教學等問題而造成。在探討學生的問題，本論文採取三個不同的階段。第一個階段，即先呈現華語與印尼語的語序來對比此兩個不同語言的差異，本論文限於四個語法點為論點焦點：「定語+(的)+中心語」詞組、「在」字結構、「把」字句及「被」字句；上列四個語法點是華語語法的學習核心，也是印尼學生最容易搞混的現象。第二個階段，本論文使用Corder的辨識分析，針對學生對此四個語法點的測試，驗證出學生的偏誤現象。由此分析得知，學生的偏誤有的來自母語影響，也有部分來自目的語本身掌握的不夠好。第三個階段也使用Selinker提倡的中介語理論進行分析；中介語理論指出，學生的偏誤來源不只是母語干擾，或目的語本身的難度，也牽涉到教材使用或教師課堂教學之影響。教材編寫的重點，如信世昌(2010)指出的：編寫一套教材應該是針對某個國家使用的學習者，也就是說要有針對性、實用性及系統性，若教材缺乏此因素，課堂效果就會受影響。在傳授華語時，教師所使用的教學法也會給學生很大的影響，課堂教學要使用教學原則及技巧來培養學生的溝通能力。教師要使用互動性的教學法，應避免使用單向性的教學法，若只是給學生翻譯句子的任務，則無法培養學生的交際能力。 要解決印尼學生的語序偏誤問題，筆者認為最主要的是先了解學生的學習難點，基於此一要點，本論文先作小型測驗來探討學生的偏誤現象；找出了學生的學習難點之後，再搭配應用靳洪剛教授(2004)的定式語言教學與Prabhu (1987)提倡的任務教學，完整而有系統地實施華語教學。定式語言及任務教學，能讓學生習慣地應用規範化的華語語序，藉由反覆地練習而自然應用此一語序。此活動不但建立在對話裡，也要建立在短文的敘述中，配合情境，並應用綜合練習訓練學生的聽說讀寫能力。Indonesian students learning Chinese usually display phonetic, word, and word order errors. In teaching, the most typical error teachers see is word order errors. While it is possible to correct students’ pronunciation and misuse of vocabulary when teaching word order, teaching pronunciation and vocabulary alone does not involve word order structure. Also, since topic is embedded within a sentence, and a sentence is built upon basic word order, it is important to examine errors in word order. In this study, I attempt to look at word order errors in Indonesian students from native language interference, the difficulty of Chinese itself, improper use of teaching material, and classroom pedagogy.

This study is carried out in three phases. In the first phase, contrastive analysis between Chinese and Indonesian is done on four syntax forms, namely, “modifier + 的 + modified word,” “在” structures, “把” structures, and “被” structures. These four syntaxes are core structures in Chinese, but Indonesian students display the most difficulty in setting them apart. In the second phase, I use Corder Pit Analysis to examine students’ errors on these four syntax forms. Results from the analysis show that errors come from native language interference and also from the lack of understanding of the target language. In phase three, I adopt Selinker’s interlanguage theory, which suggests that the source of student errors comes not only from native language interference or the difficulty of the target language, but could also stem from the teaching material used or the pedagogical approach adopted.

Development of a teaching material, as stated in Hsin (2010), should be for the learners of a specific country. In other words, teaching materials should have a target audience, should be practical, and systematic; lacking any of these elements could affect learning and teaching. In conventional language classrooms, the pedagogical approach an instructor adopts has a tremendous effect on the outcome of the learners. Different approaches and techniques should be used to help students to increase their communication skills. Interactive teaching and learning, as opposed to a mono-approach, is better at building communication skills.

In order to solve the word order errors exhibited in Indonesian students, it is important first to find out their learning difficulties. A test is given to students to examine their error tendency. Once their learning difficulties are identified, I use Jin’s (2002) formulaic speech teaching and Prabhu’s (1987) task-based instruction to teach them word order. Formulaic speech teaching allows the students to apply regulated word order in Chinese through repetitive practices. This activity is carried out in conversational contexts as well as short essay contexts, and is also practiced in integrated exercises to help students to improve their four skills of language.