TOCFL詞彙融入劇本編寫之初級華語教學研究

Abstract

為使具備初級華語能力的學生，達到更高的學習成效。研究者以印度阿育王大學八位華語班大學生為研究對象，以劇本創作教學為主題，透過思維觀點與劇本編寫的課程，試激發受試者運用所學的華語知識，將其變成一個有序的劇本故事。並依據現階段的能力，引導受試者以TOCFL BAND A的初級詞彙融入劇本編寫，並試以本論文探析劇本教學應用於初級華語教學之影響。本研究使用文獻分析法來探討相關文獻做為理論基礎；行動研究法對於受試者的問題予以即時修正及協助；問卷調查法讓受試者針對課程以及劇本提出回饋與意見。本研究發現此教學課程接受度高，符合學習者的程度、學習目標，並總結出劇本編寫對於學習者的四項效用。研究結果亦顯示，學習者會更理解BAND A詞彙的使用，但並不會依照詞彙的標準範圍去創作劇本，在真實的創作過程中會有超綱的現象，教師必須彈性運用標準；部分學習者不會想把完成的劇本實際拍攝出來，能撰寫劇本不代表能順利實行，且由於編寫耗時，並不能幫助學習者更快速的學習，都是在實施劇本教學時需要考量的要點。最後，受試者在編寫劇本後，亦期待能閱讀到使用華測詞彙編寫出來的劇本，認為對於練習華測、想像真實情境、理解詞彙使用都有正面的幫助。此一結果亦可做為未來教材研發的考量要點。In order to enable students with basic Mandarin proficiency to achieve higher learning outcomes, the researchers selected eight Mandarin-speaking college students from Ashoka University in India as the research subjects, focusing on script writing as the theme. Through the courses on thinking and script writing, the subjects were stimulated to use the Chinese knowledge they've learned and organize it in an orderly manner. According to their proficiency level, they were guided to integrate the primary vocabulary of TOCFL BAND A into their script writing. The researchers aimed to analyze the effects of script writing applied to basic Mandarin teaching based on their thesis. The study is theoretically based on relevant literature and utilizes the literature analysis method for discussion. The action research method provides immediate correction and assistance to thesubjects' questions, while the questionnaire surveys allow the subjects to offer feedback and opinions on the courses and scripts. This study found that the teaching course is highly acceptable and aligns well with the learners' levels and learning goals. It concludes four effects of script writing applied to the learners. The research results also show that the learners understand the usage of BAND A vocabulary better, but they don't strictly adhere to the standard range of vocabulary in the actual script writing process. There is an overuse of vocabulary outside the prescribed range, and teachers are encouraged to use the standards more flexibly. Additionally, some learners are not willing to film their accomplished scripts. Being able to write the scripts doesn't necessarily mean they can be done smoothly, and the time-consuming writing process may not necessarily help the learners learn faster. This aspect needs to be noted when practically teaching script writing. Last but not least, after the subjects finish script writing, they also look forward to reading scripts written with TOCFL vocabulary, as it provides positive assistance in TOCFL exercises, enhances their imagination of real scenarios, and improves their vocabulary comprehension. This result should be taken into consideration for future research and development of teaching materials.