情境式生活華語動畫教材設計與使用行為分析

Abstract

本研究旨在設計情境生活華語動畫教材，並探究初級華語學習者之教材使用行為、實際遷移情形及教材使用態度。 按照情境語言學習理論、多媒體語言學習理論及參考市面上情境華語教材，設計本研究之情境生活華語動畫教材，並由3 位專業華語教師檢核其可用性。本研究以錄影觀察及問卷調查之方式進行，以方便取樣6 位初級華語學習者參研究。參與者依序使用教材中四項教學活動，情境動畫→對話全文→模擬練習→角色扮演，並透過前測及後測來了解學習者的學習情形，教材使用過程以錄影紀錄，事後觀察參與者之使用行為。教材使用結束後，再至師大夜市進行買雞排之實境任務，觀察其實際應用情形。最後，利用態度問卷了解參與者對教材之看法。 本研究結果顯示：(1) 初級華語學習者能適切運用本研究之情境動畫教材進行華語學習；(2) 初級華語學習者實際應用情形良好；(3) 初級華語學習者對本研究之情境動畫教材持正面態度。

This study designed a situational animated material for daily life Chinese, and analyzed six CFL novice learners’ using behaviors, transfer conditions and their attitude to this material. The design of this material is based on Situational Language Learning Theory and Multi-media Language Learning Theory. The usability of material was examined by 3 teachers. The study used convenience sampling, and conducted by video observation and questionnaire survey. First, Participants implemented 4 learning activities sequentially, SITUATIONAL ANIMATION→DIALOGUE TRANSCRIPT→PRACTICE→ROLE PLAY. Then, the results of participants’ pre-test and post-test measurements were analyzed to know their learning conditions. All activities of the material implementation were recorded, and particaipants’ using behaviors were transcribed. After material implementation, participants were invited to Shih-da nightmarket to do reality task to know their levels of learning transfer. Finally, participants’ attitude data toward material were surveyed through a questionare. Three main results of the study are: 1.CFL novice learners could appropriately use this situational animated material to learn Chinese; 2. CFL novice learners have good transfer performance in reality task. 3. CFL novice learners have positive attitude to this situational animated material.