以戲劇表演搭配YouTube影片融入華語文教學於美國高中之個案研究與分析

Abstract

本研究旨在探討「戲劇表演搭配YouTube融入華語文教學」對華語非母語之 學習者的學習動機的影響和學習成效 。 本研究以美國一所高中混合學齡班中文三的三十六位學生為研究對象，探討將戲劇表演搭配YouTube融入華語文教學的成效。整個研究為期一個學期(中文三學生已修過中文一、二)，研究者透過現場參與、觀察、採訪以及和學生的深度訪談 ，加上透過問卷所回收的回饋單，進行資料統計分析，進而發現戲劇表演搭配YouTube融入華語文教學確實能有效提升學習者在聽、說、讀、寫等各方面的能力 ，也能提高學習者的學習動機。本研究結果也發現，透過戲劇表演搭配YouTube融入華語文教學，對於提升學生在內容理解、情境體悟，同儕合作、人際關係、解 決問題、文化認知與心得分享等方面確實具有正面的影響。 因此，本研究建議教師能多運用戲劇表演方式和搭配觀看YouTube融入華語文教學，以增進學習者之學習動機和聽、說、讀、寫等各方面之能力。希望在當前華語文教學多元化的大背景下，我們可以開拓思路，進一步拓展一個適合華語非 母語者之學習方法。

This study aims to explore the influence of drama performance combined with YouTube in Chinese teaching on learning motivation and learning results of non-native Chinese learners.In this study, a class of 36 students of Chinese 3 in an American high school were selected as subjects to explore the effects of integrating drama performance and YouTube videos into Chinese teaching for one semester (selected class has taken Chinese 1 and 2 for their previous language course). Through on-site discussions, participant observations, in-depth interviews, and questionnaire feedback, it was discovered that the integration of drama performance with YouTube (regarding Chinese language teaching) can effectively improve learners’ ability in listening, speaking, reading, writing, and other aspects, as well as improving their motivation in learning Chinese. The study also found the integration of Chinese language teaching through drama performances and YouTube is not only immensely helpful in improving students' content comprehension, situational awareness, peer cooperation, interpersonal relationships, problem solving, cultural cognition, and sharing of experience, but also impacts the students in a positive manner. This study suggests that teachers could integrate drama performance along with YouTube into Chinese teaching, so as to enhance the students’ motivation and their listening, speaking, reading and writing. In a diversified Chinese learning environment, this research hopes to further expandthe horizon for the teaching of non-native Chinese learners.