美國初級兒童華語教材設計—以TPRS®教學法為主

Abstract

過去十年來，兒童華語教學在美國地區呈倍數成長，且此一趨勢似乎並未減緩。前人在成人華語教材設計與青少年華語教材設計上，皆已有廣泛研究，但在兒童華語教材設計方面卻少有相關研究。在此華語教材迅速成長之際，更亟需為幼稚園至五年級的美國兒童找出合適教材。本研究第一目的在於提供適合美國兒童的初級華語教材設計範例。 在美國和其他西方國家有一個稱為TPRS®的新式外語教學法已越來越受歡迎、TPRS®為該教學法註冊商標，為求行文流暢之故，筆者以下以TPRS代替。雖然成人與青少年的TPRS華語教材增加了，但兒童TPRS華語教材卻不多。本研究第二目的即是設計以TPRS教法為主適合美國兒童的華語教材。 研究方法以下列步驟呈現。首先為文獻探討，文獻主題涵蓋兒童語言習得、教學方法和原則（包括肢體回應教學法（TPR）、肢體反應說繪本故事教學法（TPRS）、以美國標準為基礎的語言課程設計。其後，觀察數個地點的華語教學課堂，接著進行現今兒童華語教材的內容分析，並分析兒童法語及西班牙語教材以供比較。最後對美國地區的小學華語教師進行問卷調查，並透過深入訪談進行後續追蹤。 第三章針對教學方法評析與討論後，得出結論為肢體反應說繪本故事教學法(TPRS)對於幼稚園至五年級的兒童是有效且適合的教學方法。第四章提供讀者指導原則，並根據肢體反應說繪本故事教學法建立適合美國幼稚園至五年級的兒童華語教材。第五章提供根據上述指導原則設計的範例教案，以供參考。第六章提出結論及深入研究之建議。In the last 10 years FLES Mandarin programs have been growing exponentially in the United States, and the trend does not seem to be slowing down. While there has been extensive research and development for both adult and adolescent Mandarin teaching materials, there has been a lack of research at the elementary school level. As program growth surges, the need to find suitable teaching materials for American children in grades K-5 will become more urgent. At the same time, a new foreign language methodology called TPRS® (Its name is a registered trademark, but henceforth is referred to as TPRS) has become increasingly popular in the United States and other western countries. There has been an increase in Mandarin TPRS materials for adults and adolescents, but little has been developed for children. The objective of this research is to design an example of Mandarin teaching material appropriate for American children that is based on TPRS methodologies. The methodology of this thesis is presented in several steps. First, a discussion of literature related to topics such as children’s language acquisition, teaching methods and principles including TPR and TPRS, and language curriculum design based on US based standards. Thereafter, Mandarin classes were observed at several locations. Next, content analysis on current Mandarin teaching materials for children as well as an analysis of French and Spanish teaching materials for children are compared. Lastly, a survey of current elementary school teachers in the US was conducted and then followed up with in-depth interviews. Through the review and discussion of teaching methods in Chapter 3, it was concluded that TPRS was a suitable and effective method to teach children in grades K-5. Therefore, in Chapter 4 the reader is provided with guiding principles for creating Mandarin teaching materials suitable for American children in grades K-5 based on TPRS teaching methodology. Chapter 5 provides a sample lesson plan design based on these guidelines to be used as a reference. Chapter 6 presents a conclusion as well as suggestions for further research.