中級華語聽力教學設計研究---以在台外籍學習者為例

Abstract

語言學習之目的在於與人溝通交際，其中聆聽又先於口說，學習者必須先正確有效的接收訊息，才可能做出適當的輸出與回應。本文旨在針對中級程度的在台中文學習者，探討情境任務式聽力課堂的設計與運作，並從中得出設計原則、整體課程規劃、以及實際操作課程時所應注意的方向。 本文以發展型研究法(Developmental Research)為主要的研究方法。首先探討聆聽理解相關理論、中級聽力教學重點及策略、以及真實口語材料和視覺輔助在聽力教學中的應用等研究文獻；其次綜合分析海內外7套中級聽力教材與5項標準化聽力測驗之內容與任務題型設計；接著匯集學習者與教學者對於聽力課程的期待和意見，了解使用者需求。總合以上結果完成本文中級聽力教學設計之後，並進行試教以驗證假設，最後修正課程並提出結論與建議。 透過各方意見之彙整以及教學試驗，本文得出如下的結論。第一，中級學習者處於初級到高級的過渡階段，需要廣泛多樣但仍控制在一定難度之內的聆聽材料，以協助其適應真實台灣生活中的聆聽情況，故為中級學生開設的聽力課程有其價值與必要性。第二，視覺圖像在協助學習者「有效理解新知識」、「快速回憶舊知識」、「精聽細節內容」、以及「提升聆聽意願」等方面皆有正面加強作用，故有助於聽力教學成效。第三，保留了語氣口音與直覺表達習慣的真實或逼近真實的自然口語語料，有助於中級學習者適應一般台灣人說的話，進而提升其聆聽理解能力。第四，情境任務式的聽力課堂，能使每一階段的聆聽目的更明確，並給予學習者思考、發言、進行有意義之溝通交流的機會，一改學習者對於聽力課程緊張枯燥之刻版印象，因而有助於提升學習動機與興趣。 The purpose of learning a language is to communicate with others. Language learners must receive information correctly and effectively so as to respond appropriately. However, despite the importance of listening, the listening course, especially that of the intermediate-level, has largely been ignored in the field of TCSL in Taiwan recently. Therefore, this paper aims to develop a curriculum that aids the intermediate Chinese learners to adapt to the typical listening environment in Taiwan. Developmental research is the main research methodology of this study. This paper reviews the researches and samples of applications related to teaching Chinese listening as a second language, and the usage of visual aids and authentic materials in teaching listening. This paper also surveys and analyzes the current situation and materials available for developing listening skills in TCSL, and then designs the curriculum accordingly. According to the literature review, needs analysis, and a 4-hour of experimental teaching, the research of this paper found the results as follows. Firstly, it is necessary to develop a listening curriculum which is of multiple variety and its level of difficulty controlled for the intermediate Chinese learners. Secondly, visual aids help the intermediate learners to ‘understand new information’, to ‘recall old knowledge’, to ‘focus on the details’, and to ‘increase the motivation of listening’. Thirdly, the authentic materials, of which contents are by and large similar to the daily language usage of the Taiwanese, will be a great help for the intermediate learners to adapt to the real listening situation of every day’s life in Taiwan. Finally, the task-based listening classes, at which the learners are encouraged to think and to communicate with their classmates, will increase the learning motivation of the students.