作者
Author

朱我芯

Wo-Hsin Chu

關鍵詞
Key words

同步視訊、課堂活動、華人生活文化、第二文化習得

synchronous videoconferencing, classroom activities, Chinese tradi-tions and the culture of daily life, second culture acquisition

摘要

　　利用遠距視訊方式實施外語教學，已成為許多國家的重要需求，但在對外華語教學領域，仍少見相關研究。本文探討以華人生活文化為教學主題，且以第二文化習得與口語訓練為目標之視訊課堂活動設計原則，並經由實徵研究，提出較具成效的活動類型建議。在活動設計原則方面，根據視訊環境、口語互動、第二文化習得等特性分析，得出活動設計原則包括：活動空間一公尺內、步驟避免複雜、大量口語互動、鋪設生活情境、訓練比較文化、應用文化詞彙、描述文化特點等。為探求一小時視訊課堂所需兩個活動的最佳組合模式，本文將所有活動按其形式分為「提問討論」與「情境扮演」兩大類型。經由臺師大國際學生之視訊試教發現，以上兩類型活動，無論是學生滿意度，或是前、後測成績的進步幅度，「提問討論」皆顯著優於「情境扮演」。然而，「情境扮演」不僅是第二文化習得的重要途徑，也是美國國家外語教學學會口語測驗的重要項目，在實體教室課堂也常受歡迎，為剖析「情境扮演」在視訊環境中成效不如預期的原因與解決之道，本文經由視訊側錄檔觀察與師生訪談，總結出將「情境扮演」內涵融入「提問討論」形式，以及利用視覺圖像輔助學生融入角色情境等兩種改善之道。

Abstract

　　Synchronous videoconferencing (VC) has become a significant method for teaching foreign language in a lot of countries. Despite the growing popularity of VC in FL teaching, little research has emerged in the context of Chinese as a Se-cond Language (CSL). The focus of this article is on the principles of designing classroom activities in a videoconferencing setting based on the teaching themes of Chinese traditions and culture in daily life with the aim of promoting Second Culture Acquisition and the development of speaking skills. Essential principles to consider include space for the body to stretch no more than one meter, avoid-ance of complicated procedures, frequent oral interaction, application to daily life situations, cross-cultural comparisons, mastery of cultural vocabulary, and descriptions of the features of culture. Through experimental teaching and quan-titative data analysis, student's levels of satisfaction were measured via a pre-and post-test. Findings suggest that "discussion and comment" activities result in in-creased learning in comparison to "situational role-plays". By modifying the ac-tivities of the "situational role-play" in order to fit the VC setting better, this arti-cle concludes with two practical suggestions which are using the form of "dis-cussions and comments" to represent the content of "situational role-plays" and using visual representations to take on their assigned character in the role play.

內容語文
Language

中文

頁次
Page

115-152

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