在韓國之職場華語會話課程設計-以針對觀光客之藥妝店銷售為例

Abstract

觀光產業維持著成長趨勢，被視為 21 世紀全球性時代的朝陽產業。聯 合國世界觀光組織(UNWTO)預期 2020 年中國大陸即將成為僅次於德國、 日本和美國的世界第 4 大、高達一億人次的觀光出口國。曾經日本為韓國的 主要觀光市場，在首爾的明洞、東大門等許多韓國主要的觀光地區都能聽到 以日文導遊、推銷的聲音。但現在情境逐漸轉變，華人約佔全訪韓的外國觀 光客的 50%以上，中國大陸成為韓國的觀光業的主要對象。隨之，對於可 使用中文與中國大陸觀光客溝通、推銷的人力的需要也日益增加。 本研究將針對韓國藥妝店的店員設計銷售華語會話課程。首先分析訪韓 觀光客的趨勢及隨之變化的韓國觀光業界政策等動向，說明本研究的必要 性。再來探討專業華語之特徵、需求和溝通交際法作為本研究的課程設計的 理論基礎。 接著調查現有的韓國銷售華語課程以及相關教材，參考韓籍學習者在華 語習得上的特徵和干擾等與韓籍學習者相關的研究文獻，歸納韓語和華語之 間的共同點和相異點。進行問卷調查以及訪談來了解學習者工作上的特徵， 分析在真實情況下常見問題為何，設計符合學習者要求的教學內容以及幫助 學習者在工作現場即時有效地應用到的練習活動。根據文獻探討和需求分析 的出的華語課程設計原則為: 1.以溝通為目標，練習也不是單純的答對文 法，而是利用訊息落差等真正溝通的練習;2.內容的針對性，使用專門用語 跟顧客介紹商品的特徵和效果，可以推銷目前在韓國受歡迎的商品。學習專 門用語、詞彙，針對一些必須要處理的情境學習、練習;3.真實性，為了貼 近實際的情景，使用實際商品、支付設備、廣告海報等進行角色扮演等活動。 根據此內容，設計十個單元的課程。其內容包括: 華語介紹、結帳、商 品引導、商品介紹 1、商品介紹 2、商品比較、優惠活動、退稅、換貨退貨 以及其他情境。其中課程活動包括角色扮演等多樣的方式來多提供學習者練習實際的情境的機會，也給予學習者彼此相互分享經驗的機會，以期課程更 貼近真實情況。The tourism industry has maintained stable growth and is considered to be a promising sector in the age of globalization in the 21st century. The World Tourism Organization of the United Nations projected that China will become the fourth country, after Germany, Japan and U.S.A., to have its number of outbound tourists reaching over a hundred million in 2020. In the past, Japanese tourists used to be the main target for South Korea’s tourism industry, and you can always hear people speaking Japanese in the major tourism areas in Seoul, like Myeongdong or Dongdaemun, no matter it is tour guides introducing the sites, or store owners trying to sell something. But nowadays the scene is gradually changing; Chinese tourists have now taken up over 50% of foreign visitors to Korea, and China has become the major target of Korea’s tourism industry. Consequently, salespersons that can promote products and communicate in Chinese with the Chinese tourists are increasingly in demand. This study aimed at designing a Chinese conversation course that caters for the salespersons of the drugstores in Korea. It first analyzed the trend concerning tourists visiting Korea, and the corresponding changes in the policy of Korea’s tourism industry, in order to outline the significance of this study. Next, it explored the features and the needs for teaching Chinese for specific purposes, and the employment of communicative approach as the basis of the course design in this study. Furthermore, a review of the present Business Chinese courses in 12 of the institutes in Korea, and 7 related textbooks for Koreans, has been conducted. The author also examined the literature regarding the characteristics of Korean learners of Chinese, and the interferences they experienced in their acquisition of Chinese, so as to summarize the points that the languages of Korean and Chinese have in common, and those others in which they differ. Questionnaire survey and interviews have been administered to understand the distinctive features in the learners’ line of work. The most frequently asked questions in real life situations were also analyzed, so as to design course materials that cater to the needs of the learners, and also devise exercises that could help them immediately apply what they learned to their workplace. Based on the results of the needs analysis, this study has designed 10 units for the course, which includes: Introduction to Chinese, Payment, Lead-in to Products, Introduction to Products 1, Introduction to Products 2, Comparison of Products, Promotions, Tax Refund, Exchanges and Returns, and Other Scenarios. Classroom activities have included role playing and other variety of methods to provide opportunities for students to practice in genuine situations. It also gives them the chance to learn from each other by sharing their experiences, so that the course itself could be more authentic. In summary, the study has come to the following conclusions in terms of designing a Chinese conversation course for the salespersons in Korean drugstores: Firstly, the course should be designed from the communicative approach, and the activities should include tasks with information gaps. Secondly, the course content should focus on the jargons to be used to introduce to the customers the features and the results of the products, especially those that promote the latest popular merchandises. Thirdly, classroom activities like role playing should be carried out to let the students practice the language content to be applied to their workplace. More conversation exercises should be conducted, in order to prepare them for using the language in an authentic way. For the sake of creating authentic situations, the author has also made use of real products, payment equipment and advertising posters in planning the classroom activities.