中級華語擬真聽力教材編寫原則與實證

Abstract

對沉浸於目的語環境的語言學習者而言，成功理解各種日常情境中母語者的話語是一大難點。在溝通教學觀下，真實語料的運用漸受重視，然而學界對真實語料教學價值褒貶不一，持支持態度者表示其具有提升學習動機、建構真實情境之功能，對聽力有正面助益；亦有學者指出真實語料內容複雜、難度高，若未依語言程度妥善運用，將引發學習挫折。故本文旨在針對中級在台華語學習者，發展一套以擬真語料為內容的聽力教材編寫原則與模式。 本研究分為四大部分：其一，回顧聽力教學、真實語料、教材編寫等相關文獻，並評析四套海內外華語教材之聽力設計，以了解其優缺點；其二，對67名在台中級華語學習者進行問卷調查，並訪談8名現職華語教師，以了解教學雙方對擬真聽力教材之需求與期待；其三，以上述研究為基礎，歸納中級聽力教材編寫原則與模式；最後，遵循上述原則與框架，編製三課聽力教材範例進行實證研究，以11名在台中級華語學習者為接受聽力教學的實驗組，8名為未經教學的對照組，觀察其前後測成績。 經調查發現，理想中級聽力教材除依循針對性、目標性、漸進性、多樣性和真實性等一般教材編寫原則進行設計外，也應兼採「由上而下」及「由下而上」兩種理解模式，教授聽力策略，且使錄音保持自然語速、提供適當視覺輔助。 教學實驗結果如下：（1）實驗組後測成績高於對照組，並呈現顯著差異；（2）實驗組前後測成績呈現進步趨勢，其中主題一、三達顯著進步；（3）試編教材與錄音的趣味性和對理解真實交際話語的助益受到實驗組受試者的肯定。由此得知，採用擬真聽力教材進行教學具有正面成效。Successfully comprehending the daily speech of native speakers is very difficult. For those learners living in a target language environment, this enhances the importance of listening effectively. With the influence of communicative language teaching approach, there has been an increased focus on authentic materials. However, the application of authentic materials in teaching has been both praised and criticized. Moreover, existent major Chinese learning materials have lacked attention to listening as well as the authenticity of listening exercises in both form and content. Therefore, the aim of this research is to establish principles and modules of simulated authentic listening materials compiled for intermediate Chinese learners. This research is divided into four parts: literature and materials review, need analysis, development of principles and modules for compiling materials and teaching experiment. First, an understanding of strengths and weaknesses of current materials was built through reviewing relevant theories and evaluating 4 commonly used intermediate textbooks. Second, need analysis was implemented, including interviewing 8 Chinese teachers and distributing a questionnaire to 67 students in Taiwan. Third, principles and modules were developed based on the research above. Finally, an experiment on 19 intermediate learners was made with a set of sample materials. The results of the experiment suggests that (1) the post-test scores of the treatment group are significantly higher than the control group; (2) the post-test performance of the same treatment group is significantly better than the pre-test (2 out of 3 themes); (3) the test-takers in that treatment group provided a positive feedback on the simulated authentic listening materials used.