看電影學華語—跨文化的華語教材設計研究

Abstract

隨著科技發展，電影已成為現代常見的休閒娛樂，同時亦有許多語言學習者透過電影學習目的語和其文化。但目前華語市場以電影為本設計教材者尚少，而現有的電影教材多數偏重語言形式的教學，惜未能充分運用電影具有豐富文化元素的優勢。因此，如何透過電影進行文化教學及跨文化交流為本研究亟欲探討的重點，而為了讓學習者能夠在課堂中達到真實世界的交際目的，亦須透過合適的課程設計方能讓學習效益最大化。為了提供華語學習者更多學習的可能性，提升語言和文化素養，筆者設計一套《看電影學華語》的跨文化教材，其中包含三大課程主題：1.節慶、2.人際關係與價值觀、3.社會議題，讓學習者一方面能有效進行目的語和文化學習，一方面培養跨文化意識，提高交際能力。筆者在台北市兩所大學附設的語言中心進行6次教學，總計50位學生，透過課後問卷及課後訪談結果，探討《看電影學華語》這套教材能否讓學生清楚理解特定的華人文化，幫助學生思考及比較目的語文化和母國文化的異同，並提升學生的交際能力。本研究透過電影的優勢和跨文化教學的策略，結合任務型教學法設計出《看電影學華語》這套教材，盼能為華語教師提供電影教學上的參考，促進第二語言和第二文化的有效學習。

With the rise of streaming services, such as Netflix, Disney+, and so on, watching movies has become part of our life. For language learners, movies are good materials to learn the target language and culture. However, in the market of Chinese teaching materials, there are few movie-based materials utilizing the advantages of movies—rich cultural elements. Therefore, how to teach target culture and facilitate cross-culture communication has become a key point of this study. Besides, in order to let students realize their social potential, it’s also important to apply suitable teaching methods to the course. Based upon the needs analysis of CEFR B1 Chinese learners, the author designs a cross-cultural teaching material—Learning Chinese through Movies to provide students with more learning possibilities and increase their target language and cultural competence. There are three main categories in this course material: 1. festivals, 2. relationships and values, and 3. social issues. This arrangement supports learners by building traditional perspectives of Chinese culture and then analyzing certain local phenomena with cultural factors, and in the end, enabling students to reconstruct their understanding of contemporary Chinese societies, especially in Mainland China and Taiwan. The author conducts the teaching plan at two different language centers in two universities in Taipei with 50 students participating in total. The result shows that the course material can enhance students’ understanding of Chinese culture and cross-cultural awareness. This study indicates that movies can be good authentic materials for teaching Chinese not only as a second language but also as a second culture.