作者
Author

宋如瑜Ju-Yu SUNG

關鍵詞
Key words

教學語言　師資培育　實習教師　課堂研究　教學偏差

pedagogical language, teacher education, student-teachers in TCSL, classroom process research, teaching errors

摘要

華語教師的課堂語言，具展示教學內容與指導練習的雙重功能。研究者在輔導時發現，由於實習教師對情境、學習者、互動方式、語言調整策略不熟，雖曾修畢語音、詞彙、語法等課程，在教學初期仍易出現偏差的教學語言。為此，本研究建立一個「華語實習教師課堂語言偏差分析框架」，協助新手發現其教學語言問題。此框架的建構基礎是課堂教學，佐證資料為教學語料，判定偏差的依據包括學理、學習者的互動反應以及實習教師與在職教師類似行為的對比。此研究結果未來可用於：(1)職前培訓：培訓者可藉由其中的項目，分析、調整新手教學；(2)在職培訓：做為教學機構甄別教師的門檻，以及進一步改善教學的依據；(3)專業發展：新手可據此框架反思、修正教學。

Abstract

Teachers’ instructional language can be classified into two important functions: demonstrating course content and providing language exercises. According to teacher training experiences, researcher of this study found pre-service teachers were still insufficient on providing situated examples, knowing learners, providing interactions, and making language adjustment in theirlessons, even though they have already taken professional training courses on phonetics, lexical, and grammar. The errors still can be found from novice teachers’ lessons.

This research aims to establish a module of analyzing errors made by pre-service teachers in their language classroom for helping novice teachers to found their own errors. This module was developed based on the transcription of pre-service teachers and in-service teachers’ lessons. The method of assessing the errors derived from theories, learners’ reactions, and comparative analysis of similar cases between pre and in service teachers. The results of the study may contribute to (1) pre-service teachers training: teacher educators can apply this module as training guide for novice teachers (2) in-service teacher training: this can be as an assessment tool for teachers’ lessons (3) professional development: novice teachers can apply this module as a reflective guideline for improving on their teaching.

內容語文
Language

中文Chinese

頁次
Page

65-88

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