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An Action Research on Implementation of Whole Language Principal for Beginners’ Chinese Language Class
Beginners’ Chinese Language Class
|Abstract:|| 近幾年來，全語言教學觀（Whole language）成為語文教學上的一股流行熱潮，其強調語言學習應該是一種自然的習得歷程，故語言教學應從「整體」到「部分」，使聽、說、讀、寫技能同步發展。在教學上，全語言不同於傳統教學的能力導向，課堂上不再以教師為中心，教師必須是意義導向且以學習者為中心。在台灣，此新興教學觀普遍使用於幼教及外語教學上，而在華語教學的資源則較缺乏，本研究以全語言在外語教學的成果為借鑑，嘗試以初學華語學生做為研究對象，融入一些全語言教學的理念，為其設計一套初級華語教學課程，除了希望能借重此極具人本的教學觀來激發學生對中文學習的熱忱，亦希望能藉由實際施行，來探究此教學觀應用在華語教學領域的可行性與適切度。
In recent years, the whole language approach has become a trend in language instructions. This approach stresses that learning is a natural process and language instructions should start from the whole to the parts to facilitate simultaneous development of listening, speaking, reading, and writing skills. Unlike conventional pedagogical approaches, the whole language approach is no longer teacher-centered. It requires teachers to provide meaning-focused and learner-centered instructions. In Taiwan, this new pedagogical approach has been widely applied in preschool education and foreign language instructions. However, resources of this approach for Chinese language education are insufficient. Based on the results of applying the whole language approach to foreign language instructions, this paper attempted to integrate the concept of whole language approach and design a set of basic-level Chinese courses for students learning Chinese as their second language. Through this extremely human-based pedagogical approach, the researcher attempted to induce students’ passion for learning Chinese and examine the feasibility and appropriateness of applying this approach to Chinese language instructions. This research was based on the action research method. The researcher used to be a teacher at a language center. In 2007, she was invited to be a lecturer of Chinese language in a university. During that time, she found a strong dislike among the foreign learners of Chinese in this school for conventional pedagogical approaches and encountered a stark challenge. She also discovered that professional planning of Chinese lessons for foreign students was insufficient. Therefore, the main goal of this paper was to resolve difficulties she encountered in teaching Chinese through an action research. To compare the difference between the whole language approach and conventional pedagogical approaches, different pedagogical approaches were applied to two zero-start classes. One class was given instructions based on the teaching method the researcher used to use at the language center, and the other class was given courses designed on the basis of the whole language approach. The whole language approach stresses that teachers should use lively contexts and real language materials to induce students’ interest, help students get hold of the functions of a language, and avoid explanation of language structures. Therefore, students given instructions designed on the basis of this approach could be more actively involved in thinking and discussion as the instructor gradually extended life related topics in class. They showed increased interest in learning Chinese lessons. Their class atmosphere was improved, and so was their understanding of the Chinese culture.
|Appears in Collections:||學位論文|
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