文化導入原則之建立與華語文教學之應用
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2014
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Abstract
本研究說明文化導入原則能提供教學者選擇文本和排定教學順序的參考，這是因為僅依詞彙等級排定教學順序的文本，無法全面反映學習者與目標語之間的文化距離。因此，本研究的目的有二：一是說明文化文本要經過文化導入原則的檢視，才能選擇出真正符合學習者的內容與程度；二是文化文本在文學圈的教學活動中，能讓學習者思索各國文化之外，也能觸發對文化的個別看法，以達到文化導入的訴求。
基於上述兩個目的，本研究分為理論面與應用面兩個層次。從理論面來看，本研究透過文化共軛、文本共時和社會共識三個文化導入原則，選取學習所適用的文化文本及其教學順序：先使用臺灣《華語詞彙通》斷詞系統所產出的詞彙表來評出文本的難易順序，再經過三個文化導入原則的校正來定位出文本真正的教學順序；從應用面來看，研究者採取文學圈的教學活動，證明所產出的文化文本，能在討論的過程中給予學習者發表相關看法的空間，能夠達到文化導入的目的，具有教學使用上的價值。本研究採用文獻分析法及發展研究法，佐以訪問新加坡高級與特級教師，補充新加坡華文教學場域之第一手資料。在教學活動的過程中，應注意下列各點：
1.文化間需要先合其同，再比其異，以符合文化共軛的原則，作為跨文化的起點。
2.文化必須考慮學習者所在地的問題，要先符合當地社會的共識，才能思考選取何種文化能得到社會的認可。
3.文化文本的語言和內容，要符合學習者的需求與程度，以達到文本與學習者之間共時發展的要求。
是以文化導入原則能夠彌補依詞彙等級排定教學順序的不足，進而使文化文本更切合學習者的需求，若再搭配文學圈的教學活動，會讓學習者在討論提問的過程中，對文化有進一步的體認。
This research illustrates that the principles of cross-cultural introduction can be important references for text selection and setting teaching priorities, as the text selection criteria solely based on graded vocabulary could not fully reflect the cultural distance between the language learners and the target language. The two objectives, as such, to be achieved in this research are: firstly, the cultural text has to be validated by the principles of cross-cultural introduction before its content and difficulty level can be fully aligned with the learner; secondly, the cultural text used in the pedagogical activity of “Literature Circle” can inspire learners to reflect on multiculturalism, and to evoke individual’s insights on cultures, so as to prepare the learners for cross-cultural introduction. Based on these two objectives, this research could be sub-divided into two levels, i.e., theory and application. From the theoretical perspective, three principles of cross-cultural introduction--cultural conjugation, content synchronicity and social consensus--are used to select the suitable cultural text and to set teaching priorities. After determining text difficulty levels by the vocabulary table generated by《TOCFL華語詞彙通》, we then calibrate the teaching priority of the texts through the three principles of cross-cultural introduction. From the application perspective, the cultural texts selected could be validated by the pedagogical activity of “Literature Circle”. During the class discussion, the goal of cross-cultural introduction could be effectively and pedagogically achieved by discussing individual opinions of the cultural texts. This research combines literature review, developmental research method and interviews of senior and master teachers in Singapore, as well as first-hand mandarin teaching information from Singapore. In the process of mandarin teaching, it is imperative to note the following: 1. Under the principle of cultural conjugation, discussing cultural similarities should be the starting point of any cross-cultural issues, and should come before comparing cultural dissimilarities. 2. The learner’s location has to be taken into careful consideration, as the localized social consensus would determine the cultures that are accepted locally. 3. The language and content of cultural texts have to be aligned to the learning needs and standards of the learners, so as to achieve the synchronic development of both cultural texts and learners. Therefore, the principles of cross-cultural introduction could supplement the setting of teaching priority solely based on graded vocabulary, so that the cultural texts become more suitable for the learners. Further combining with peer discussions during the pedagogical activity of “Literature Circle”, the learners would be able to have an even deeper understanding of cultures.
This research illustrates that the principles of cross-cultural introduction can be important references for text selection and setting teaching priorities, as the text selection criteria solely based on graded vocabulary could not fully reflect the cultural distance between the language learners and the target language. The two objectives, as such, to be achieved in this research are: firstly, the cultural text has to be validated by the principles of cross-cultural introduction before its content and difficulty level can be fully aligned with the learner; secondly, the cultural text used in the pedagogical activity of “Literature Circle” can inspire learners to reflect on multiculturalism, and to evoke individual’s insights on cultures, so as to prepare the learners for cross-cultural introduction. Based on these two objectives, this research could be sub-divided into two levels, i.e., theory and application. From the theoretical perspective, three principles of cross-cultural introduction--cultural conjugation, content synchronicity and social consensus--are used to select the suitable cultural text and to set teaching priorities. After determining text difficulty levels by the vocabulary table generated by《TOCFL華語詞彙通》, we then calibrate the teaching priority of the texts through the three principles of cross-cultural introduction. From the application perspective, the cultural texts selected could be validated by the pedagogical activity of “Literature Circle”. During the class discussion, the goal of cross-cultural introduction could be effectively and pedagogically achieved by discussing individual opinions of the cultural texts. This research combines literature review, developmental research method and interviews of senior and master teachers in Singapore, as well as first-hand mandarin teaching information from Singapore. In the process of mandarin teaching, it is imperative to note the following: 1. Under the principle of cultural conjugation, discussing cultural similarities should be the starting point of any cross-cultural issues, and should come before comparing cultural dissimilarities. 2. The learner’s location has to be taken into careful consideration, as the localized social consensus would determine the cultures that are accepted locally. 3. The language and content of cultural texts have to be aligned to the learning needs and standards of the learners, so as to achieve the synchronic development of both cultural texts and learners. Therefore, the principles of cross-cultural introduction could supplement the setting of teaching priority solely based on graded vocabulary, so that the cultural texts become more suitable for the learners. Further combining with peer discussions during the pedagogical activity of “Literature Circle”, the learners would be able to have an even deeper understanding of cultures.
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Keywords
文化文本, 華語文教學, 文化導入原則, 文學圈, 文化距離, cultural text, mandarin teaching, principles of cross-cultural introduction, Literature Circle, cultural distance