以語言面向的特性來設計華語課程與教材：以設計AU臺灣商業文化語言課為例

Abstract

探討語言十大面向的理論，並結合各類教學法，來設計一門特殊設計的AU商學院，BUS 250課程：有關臺灣商業、文化、與語言的課程。並舉例說明如何運用語言面向的理論特性，來設計這門BUS 250的課程。從課程的個案描述、教學背景、設計的動機、目的，及設計方法、步驟構思、及所使用的教學工具，到教學的課內與課外的架構說明，及二語華語教師應有的教學態度及教學策略。對語言面向設計方案之技巧與分析詮釋有詳細的說明：運用設計教學法、教學主題、所要訓練的語言能力、設計重點、及教學步驟六大項。並介紹了在設計過程中的思考問題、資料編制與收集，及學校平台（Blackboard）的內容設計過程，及本課程的設計結果驗收。並進行教學效益、與學生學習成效的分析，及評估。最後，設計課程的教師在實務教學後，分享了自我的省思，及研究者本人對未來研究的建議，及對本設計的未來展望。

To discuss the linguistic theory of “Ten Orientations of Languages,” combine with different types of teaching methods in order to design a specialized BUS 250 course: Taiwan’s business, culture& language course for the College of Business & Economics at AU. From case description, course background, the motivation and purposes of the course design, the design methods, steps, thoughts, tools, to the curriculum structures of both in the classroom, as also for the after classroom hours, and the ideas of the teaching attitudes and teaching strategies as a TCFL/TCSL instructor. There are detail-oriented descriptions to analyze, describe the skills of how to design the course by utilizingthe theory of “Ten Orientations of Languages” in six areas: the “Utilized Teaching Methods,” “A Teaching Topic,” “Target Language Skills,” “Aims of the Design,” and the “Teaching Steps” in each orientation. The author also introduces the thoughts in the designing process, in the data collection, in written teaching materials, and in the content of the Blackboard designs. To evaluate and analyze the effectiveness of the teaching and learning. Lastly, after the practicum, the course designer has shared her personal statement about her teaching reflection. The article researcher also makes further research suggestions, and the hope she has for this research of the BUS 250 course design in the near future.