印尼大一學生初級口語研究
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2014
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Abstract
本研究所使用的研究方法為個案研究，以印尼泗水彼得拉基督教大學中文系大一學生B班作為研究對象。由於以往印尼老師缺乏第二語言教學知識且著重在讀寫教學，使得印尼學生無法說出一口流利的華語。其次，印尼學生使用的教材多半是現代華語的表達演示模式形式，但是在日常生活中，印尼華語和現代華語表達演示模式存在差異，致使印尼學生說華語時產生困惑。因此，筆者認為針對印尼泗水大學生，需要補充印尼華語與現代華語的使用差異。
本研究主要針對中文系B班的初級口語課程進行研究，包含：課程設計、課程內容、教學法以及測驗與評量。課程設計乃基於學生需求分析調查所得情境作為教學主題單元，共分為8個主題，包括：宿舍、校園、教室、辦公室、食堂、市場、醫院和郵局。課程內容將適時補充印尼華語和現代華語表達演示模式差異，採用情境教學法進行教學。測驗與評量方式包含期初及期末的表達演示模式考試，透過考試內容進一步分析學生表達演示模式的語音、語法、詞彙和流利度問題。
根據一學期的課堂教學，分析學生表達演示模式的問題及如何有效提升學生的口語能力。語音方面，經過一學期的訓練，所有學生從第一課至期末考的總聲調偏誤由129次降為68次，從難到易為第三聲、第二聲、第四聲、第一聲和輕聲，從第一課至期末考的總聲母偏誤由45次降為14次，從第一課至期末考的總韻母偏誤由38次降為24次；流利度方面，所有學生在從第一課至期末考的總不流利停頓偏誤由78次降為15次；所有學生在從第一課至期末考的總語法偏誤由52次降為27次；根據期中考與期末考的結果得知所有學生從期中考至期末考的詞彙量的總詞彙量由176個詞彙升為227個詞彙。學生的詞彙問題不大，只需增加詞彙量。因此，筆者也透過上課前10分鐘用字卡練習發音以增加學生的詞彙量。每星期的字卡主題要配合那星期學生將學習的單元內容。每個單元的字卡有10個新詞，到了期末學生共學習了130個新詞。
This is a case study of a class of Indonesian freshman Students, learning Chinese at Petra Christian University in Surabaya, Indonesia. Indonesian Chinese teachers often lack second language teaching knowledge and emphasize mostly on reading and writing, therefore students often can not speak fluent Chinese. Secondly, students mostly use modern Chinese textbooks, but Indonesian Chinese form of expression is used daily, causing them confusion when learning and speaking Chinese. Therefore, I believe Indonesian students learning Chinese need to supplement their learning with oral expression differences between modern Chinese and Indonesian Chinese. This research focused on the curriculum of a beginner Chinese speaking course, including: curriculum design, course content, teaching methods and testing and evaluation. Course design of thematic units was based on student needs analysis survey and was divided into eight themes, including: dormitory, campus, classroom, office, canteen, market, hospital and post office. Course content included oral expression differences of modern Chinese and Indonesian Chinese. Teaching method was based on situational language teaching. Testing and evaluation methods included oral exam at the beginning and the end of the semester, and exams were used to analyze students' pronunciation, grammar, vocabulary, and fluency problems. The results before and after one semester of learning showed that students' Chinese tone errors reduced from 126 to 65. The hardest to the easiest tone for them to learn was as follows: third tone, second tone, fourth tone, first tone and soft tone. The initial consonants errors were reduced from 45 to 14 and final consonants errors were reduced from 38 to 24. Fluency of pause errors were also reduced from 78 to 15 and grammatical mistakes reduced from 52 to 27. Results from midterm and final exams showed that students' vocabulary increased from 176 to 227. Word cards were used to increase students' vocabulary and improve pronunciation in the beginning of each class. 10 new words were introduced each week to the students, with a total of 130 new words.
This is a case study of a class of Indonesian freshman Students, learning Chinese at Petra Christian University in Surabaya, Indonesia. Indonesian Chinese teachers often lack second language teaching knowledge and emphasize mostly on reading and writing, therefore students often can not speak fluent Chinese. Secondly, students mostly use modern Chinese textbooks, but Indonesian Chinese form of expression is used daily, causing them confusion when learning and speaking Chinese. Therefore, I believe Indonesian students learning Chinese need to supplement their learning with oral expression differences between modern Chinese and Indonesian Chinese. This research focused on the curriculum of a beginner Chinese speaking course, including: curriculum design, course content, teaching methods and testing and evaluation. Course design of thematic units was based on student needs analysis survey and was divided into eight themes, including: dormitory, campus, classroom, office, canteen, market, hospital and post office. Course content included oral expression differences of modern Chinese and Indonesian Chinese. Teaching method was based on situational language teaching. Testing and evaluation methods included oral exam at the beginning and the end of the semester, and exams were used to analyze students' pronunciation, grammar, vocabulary, and fluency problems. The results before and after one semester of learning showed that students' Chinese tone errors reduced from 126 to 65. The hardest to the easiest tone for them to learn was as follows: third tone, second tone, fourth tone, first tone and soft tone. The initial consonants errors were reduced from 45 to 14 and final consonants errors were reduced from 38 to 24. Fluency of pause errors were also reduced from 78 to 15 and grammatical mistakes reduced from 52 to 27. Results from midterm and final exams showed that students' vocabulary increased from 176 to 227. Word cards were used to increase students' vocabulary and improve pronunciation in the beginning of each class. 10 new words were introduced each week to the students, with a total of 130 new words.
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印尼學生, 初級口語, 表達演示模式, 華語, Indonesian students, basic spoken Chinese, presentational mode, Chinese