華語流行語的探究及教學應用 The Inquiry of Mandarin Popular Language and the Application of Teaching

Liao, Hsing-Fen
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流行語的產生,並不是現代才有。其實在古時候的人們就知道用精煉的語言來表達一些自己的想法或反映社會當時的現象,所以我們有成語、歇後語、方言及慣用語的產生,這些用語也曾在他們誕生的年代獨領風騷,甚至流傳至今仍被普羅大眾所用,他們也可歸類為當時的「流行語」。如果我們會用一些歇後語、成語、方言、流行語與人交流,不但能讓人們的生活更加精彩,也能在無形之中,馬上拉近彼此的距離,甚至辨識彼此的身份或是社會階層。 近年來由於網路的發達,3C產品的普及和中國崛起,許多國家意識到要想跟中國打好關係、做生意,就要先從中文開始學起,因此華語熱席捲全世界。由於整個地球村的往來密切,流行語不再有地域的限制,只要有人的地方,只要有網路的地方,流行語就存在在我們日常的生活中。有些流行語就像宇宙中的恒星一般歷久不衰,但有些流行語也會跟著某些事件退燒而漸漸失去舞臺,或者因為人事物的更迭而如流星一般曇花一現。 作為一名華語老師,流行語教還是不教,雖然見仁見智,但不可否認的是,流行語真真實實的存在我們生活當中。以我個人觀點,流行語當然要教,而且要教得及時,教得入木三分,學生們才能與時俱進並與生活情境結合,讓學生們可以時時經歷學以致用的成就感。 臺灣、大陸、香港、澳門雖同文同種,但由於政治的原因,讓兩岸三地的中國人在華語流行語的創新上,分庭抗禮,激盪出精彩的火花,也讓華語的流行語彙更加豐富多元。本文將對兩岸三地的流行語進行語料的探究分析、提出流行語在華語教學上的應用及瞭解目前的華語老師是否把流行語納入教學中的現況。 於是筆者從閱讀文獻及收集資料開始,訂定研究主題,確認研究方法與問題,還有文獻收集與分析,訂定問卷內容,擬定參與問卷的名單及做問卷施測、採集並分析問卷的結果,針對結果作出總結及檢討。另外再設計三個流行語相關的教學活動並提出自己對未來流行語研究方向的看法。
The production of popular language didn't just happen in modern times. Actually, people know how to use refined language to express their own ideas or reflect the social situation at that moment. That's why we have a lot of idioms, slogans, dialects and phrases been created then. These expressions might be in a leading role for that specific time zone. They are even defined as "popular language" back then. These languages enlighten human being's life. As a second language learner, if he or she can communicate with others by using some idioms, slogans, dialects and phrases,the distance between two sides shortened and they can even identify their social status and positions without great difficulty. With the convenience and development of internet, the popularity of 3C products and the rising of China, many countries realized that it they need to start learning Mandarin in order to have a good relationship and do business with China. Learning Mandarin becomes a trend and must all over the world. As we all know that the world has become a global village, the connection is never this closer. Where there are people, there are popular languages. There are no limits or boundaries to keep popular language away from us. Popular languagescan pop up where the internet is. Some popular language will last as long as the stars in the universe, but some of them will only stay temporarily and lose their popularity or fade away after the news or events or freshness gone. As a Mandarin teacher, everyone has his own opinion regarding to teach the popular language or not in a regular basis.We couldn't deny the fact that popular language did "live" in our daily life. From my personal point of view, the answer is definitely "YES." We not only teach the second language learners popular language in time but also in depth. The students will benefit and adapt themselves in the cultural life easier and happier. The more the second language learners communicating with others in authentic languages in daily life, the more sense of achievement they will experience. Mandarin is spoken in Taiwan, China, Hong Kong, Macao, but the political system is quite different from one another. However, the differences not only inspire the creativity and innovation of popular language and also increase thevariety and diversity in Mandarin. In this way, the vocabulary of popular language becomes abundant and dynamic. The thesis on one hand aims to do some researches and collaborate the latest information across the Mainland, Taiwan and Hong Kong on popular languages and also offer some suggestions or share some teaching strategies for applying popular language teaching in regular courses for mandarin teachers. On the other hand, my intention is to have a basic understanding on how mandarin teachers integrated popular languages into their curriculum and how much they know about popular languages. Most of all, as a researcher, I can have an overview on Mandarin teachers' opinions and current situation regarding to popular languages. So I started with reading a lot of articles and periodicals and collected related data. Set up the research topics and confirm the research methodology and questions. I also collected the related documents and analysis and tailor-made the content of the survey. List the potential candidate for the survey. I sent out the survey byGoogle document. After finished doing the survey, I collected and analized the result of the survey, and also worked on the result by reflection and feedback. In addition to that, I designed three teaching activities on Chinese Mandarin Popular language teaching. In the end, I also shared my personal opinions on the research perspectives of Chinese Mandarin Popular language teaching in the future.
華語, 流行語, 華語教學, 大陸, 臺灣, Chinese, China, Taiwan, Popular Language, teaching Chinese as a second language