作者
Author

邱新富Hsin-Fu CHIU

關鍵詞
Key words

華語教學法鷹架式教學對話序列第二語言習得對話分析

Chinese pedagogy, scaffolding, second language acquisition, sequence organization, conversation analysis

摘要

美國明德中文暑校迄今半個世紀高效能的教學理論與方案，使其在全球華語教學界享有盛名。本文將以筆者親身教學為例，論述‘對話序列’是如何運用於暑校課堂中，強化中級語法教學。總體而言，在目標語法操練進行前，教師往往導入以學生為主的「預備鋪陳型淺談」來將語法操練情境化，並藉此引發學習者興趣，使學生透過語言實踐來意識到目標句式語用規則。另外，在語法間的操練過程中，教師則會導入「衍生過渡型淺談」將個別獨立的操練做連貫性整合，使學生語言技能在反覆操練過程中，得到潛移默化的提升。本文採用了社會認知發展理論觀點，申述語法教學應如何借鑒人類日常溝通行為，促使學習者能藉由鷹架式教學的輔助，達到外語能力的潛在發展區間。

Abstract

For decades, the Middlebury Language School of Chinese, U.S.A. has been known for its well-implemented pedagogy that efficiently assists students to make significant and measurable progress in interpersonal proficiency. In this paper, I draw upon several teaching episodes from the intermediate-level class at the school to identify ways in which conversation analysts’ notions of pre-/post-pre-expansion sequences have been -implemented as powerful resources to enhance grammar pedagogy. By way of illustration,I concluded that (1) when instructors launch recipient-designed preliminary talk (over the pre-expansion sequence) to contextualize their input for pattern drills, they simultaneously motivate students to participate in a meaningful interaction and practice salient features of the key grammatical pattern; (2) when instructors continue to launch transition talk (over the post-pre-expansion sequence) that brings across otherwise discrete pattern drills, they expose students to repetitive practices of one and/or difficult key patterns, which further fosters incidental development of linguistic competence by individual students. Taking a sociocultural perspective, I argue at the end that if the instructor can manage classroom talk in ways that echo orderliness in naturalistically occurring conversation, they can better scaffold students’ learning process and eventually construct the students’ zone of proximal development in classroom interaction.

內容語文
Language

英文English

頁次
Page

31-72

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