請用此 Handle URI 來引用此文件: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/86510
標題: 中級商務華語口語溝通課程之設計與實證
A Study on Intermediate Spoken Communication Course for Business Chinese: Analysis, Design, and Implementation
作者: 信世昌博士
蕭惠貞博士
Shih-Chang Hsin
Hui-Chen Hsiao
廖玉蕙
Yu-Hui Liao
關鍵字: 商務華語
口語溝通
功能大綱
語用策略
教學設計
business Chinese
communicative language teaching
integrated syllabus
pragmatic strategy
course design
公開日期: 2011
摘要: 人類通過語言溝通傳遞訊息與交流情感,其語言形式與功能有時是不對等的,其中又屬商務華語溝通交際話語最具目的性,其形式與策略豐富多元。本文旨在探討商務話語能力及跨文化能力,從語用策略、跨文化交流出發,把商務語言形式與功能結合,期能結合溝通知能理論與應用設計商務華語口語課程。 本文探討口語溝通交際能力、商務口語溝通交際、口語教學理論與應用、與商務口語教學設計,從Bachman (1996) 等學者之語言策略能力出發,Wang (2006)、張黎 (2006) 商務溝通交際功能、至呂必松 (1995, 2002) 口語教學理論與Jin (2004) 定式任務活動為基礎,綜合當代外語教學理念(美國外語教學標準、歐洲共同框架、與中國漢語教學大綱)等,以上述為本教學設計之理論結構,分析以功能為綱之一般與商務口語教材,通過學習者之需求分析與教學者之回饋,整理分析所得結果為本設計之總體方向。 本文研究法為調查分析與教學試驗。在需求分析階段蒐集師生對商務口語課的意見,筆者發現師生間存在意見紛歧,如學習者對課程的期待遠高於教師所評估;另外,分析台灣現有商務口語教材的適切性後發現,教材缺乏具體溝通交際功能與策略,造成教學方法固定化,學習者沒有機會接觸語言功能與策略。而從標準化口語測驗也讓我們獲得通過模擬有利於商務目標語使用場域的應用。綜合文獻回顧與資料分析後,針對商務語言功能與策略設計新穎的教學內容,並進行試驗,從學習者課堂回饋與訪談以及教學者自我陳述,修正設計內容,提出改進與後續研究之方向。 教學試驗發現,學習者對於商務口語溝通之教學設計持高度肯定,對於商務功能策略使用與跨文化交流亦給予正面評價。學習者認為通過此法能更精確掌握言語行為深層含意,培養得體應對能力,同時任務活動也真實地模擬商務職場語言所需。整體而言,本教學設計是創新的並具實用性與可行性。試驗後根據學習者反饋予與修正原教學設計。筆者並於文末提出未來研究的發展與方向。
Language form and language function are not necessarily equivalent. In terms of business Chinese, the association of proper language use and meaning is crucial but has long been neglected. To master business communicative competence, one needs to attain certain language strategies. This study investigates the utterance and inter-cultural aspect of business Chinese in pragmatic strategies and intercultural communication. The purpose of the study is to design and implement a spoken, communicative business Chinese course, on the basis of need analysis and investigation. The literature review is comprised mainly of communicative competence, business Chinese communication, teaching theories/applications, and course design. In each area the author studies related references from Bachman (1996), Wang (2006), Chang (2006), Lu (1995, 2002), and Jin (2004). Meanwhile, the current principles and framework of foreign language teaching from USA, Europe, and China respectively, are taken into consideration. The author gathers information via analyzing the function-oriented spoken textbooks, as well as garnering learners’ and instructors’ opinions of the business Chinese class. Combined with communicative teaching theory and application, along with need analysis, the author intends to design a integrated syllabus (form and function) for business Chinese. The collected data shows that there is some discrepancy between learners’ and teachers’ accounts of the class, as evidenced by the learners’ expectation for the course being underestimated. Additionally, the business Chinese spoken textbook lacks communicative strategies and language usage functionality. Based on the findings, the author designs a business Chinese course emphasizing speech act functions; such as negotiation, refusal, and persuasion, to name just a few. After the trial class on the topic of “persuasion”, the author reevaluates the suitability and effectiveness of the design according to the learners’ feedback and instructor’s self reporting. The results of this trial class show that learners have high regard for language function and communicative strategies, wherein the learner performs and behaves more appropriately when negotiating in the business world. Meanwhile, the task-based activity is closely related to target language use domain (TLU). Therefore, the author proposes a business Chinese course design that associates language function with language form, while the intercultural communication awareness is integrated.
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