基於體演文化教學法之初級華語口語教學設計—以美國高中生為例

Abstract

在美國高中修中文課越來越流行。然而，華語教學似乎未幫助學生用恰當的行為跟中文母語者有效地溝通。許多美國人因缺少對行為文化(behavioral culture)的理解，所以跟中國人交流時無法遵守中國社會的文化規則，因而被視為不禮貌，甚至使中文母語者感到不自在。 Walker (2000)為了反映華語教學在這方面的欠缺，提出「體演文化教學法」。此教學法之所以與其他教學法不同，是因為此教學法十分強調記憶有情境的劇本(situated scripts)，在課堂上演示。若教師有效地使用本方法指導學生，不僅僅可增強學生的語調與流利度，也可幫助他們建設目標文化的默認記憶(default memories)，並能夠恰當地表現在目標文化中。本研究為了加強學生的口語能力及中國行為文化的知識，目的在應用此教學法來設計出一套針對美國高中生的口語教學模式。本研究採用值化的研究法，研究過程包括文獻探討、教材分析、以及學生與教師訪談。 探討文化與進行訪談之後，本論文提出一些增強學生的文化知識及口語能力的教學建議。首先，為了加強中國與美國之間的溝通效率，學生得先辨認自己文化的文化模式再進行兩個文化間的對比。其次，學生得練習在真實情境下演示及產生真實語言，在初級階段母語的使用頻率得增加到百分之七十五以上。其次，口語教學的活動應該按照一個具體的順序：控制性的活動、半控制性的活動、自由性的活動。最後，為了將體演文化教學法的原則應用在課堂上，口語操練與活動，尤其是對話的演練，可以融入在活動課中(ACT)，而語法解釋及文化討論可在信息課中進行(FACT)。為了繼續幫助學生加強他們的文化知識與口語能力，本研究在最後也提供未來研究發展的建議。Taking Chinese as a foreign language is becoming increasingly popular among high school students in the United States. However, Chinese pedagogy does not seem to be effective in preparing students to behave appropriately or communicate effectively with Chinese native speakers. Many Americans, due to their lack of understanding in behavioral culture, fail to abide by Chinese cultural rules when interacting with Chinese native speakers and, in turn, are deemed to be disrespectful causing uneasiness in the interlocutor. Walker (2000) proposed a new pedagogical approach called "Performed Culture Approach" to reflect upon the deficiencies in this aspect of Chinese pedagogy. This approach is uniquely different from other pedagogical approaches due to its strong emphasis on the memorization of situated scripts and performing them in front of class. With the right guidance from the teacher, this method would not only enhance the students' intonation and fluency, but also aid them in constructing a default memory of the target culture and ultimately learn to appropriately perform in the culture. The objective of this research is to apply this approach in designing a teaching model for American high school students studying Chinese at the beginner's level to enhance their speaking skills and knowledge of Chinese behavioral culture. A qualitative study was conducted which included a review of literature, an analysis of Chinese textbooks, and interviews with American high school students and Chinese teachers. After reviewing literature and conducting interviews, this thesis proposed several suggestions to enhance students' cultural competence and oral proficiency: 1) in order to enhance the communication between Chinese and American culture, students must first be able to identify one's own cultural patterns and then compare and contrast the two cultures; 2) students must practice performing in authentic real-life situations and learn to comfortably produce authentic language; 3) the use of the target language in the classroom at the beginner level ideally needs to be increased to more than 75%; 4) the activities exercised in teaching spoken Chinese are required to follow a particular sequence: controlled activities, semi-controlled activities, and free activities; 5) in order to apply the principles of the performed culture approach to the classroom, the ACT/FACT framework needs to be followed. Speaking drills and activities, with special emphasis on the delivery of dialogues, should be incorporated in the activities portion of the class, also known as the ACT class, whereas grammar explanation and cultural discussions are reserved for the informative class, referred to as the FACT class. This research also includes suggestions for future research that shares the same aim of enhancing students' cultural competence to behave appropriately and communicate effectively with native speakers of Chinese.