情境分佈對於華語文教材編寫的重要性探討--以CEFR之B1級商用華語教材為例
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Date
2011-04-01
Authors
陳麗宇
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中壢市：中原大學應用華語文學系
Abstract
歐盟在2001年所公布的《歐洲共同語文參考架構》（簡稱CEFR），原為歐洲各國語言學習的共同參考架構，以打破各國語言隔閡、增進語言溝通為目的。CEFR有嚴謹的三等六級區分能力指標描述，具有相當的穩定性與可靠性，有助於教材編寫者規劃和設計教材。時沿至今，CEFR已是全球廣泛被接受的語言學習標準之一，和美國於1996年由ACTFL 公布《21世紀外語學習標準》所提出的5C核心內容，以及加拿大的CLB(Canadian Language Benchmarks)，都受到研究者使用和推崇。CEFR的內容十分龐雜，有關情境領域的分佈是其架構中相當特殊之處。CEFR中把「情境」區分為四大領域，分別為：「個人領域」、「公眾領域」、「職業領域」、「教育領域」。此四大領域已涵蓋語言使用者與學習者的生活與社交，且適合各個年齡層，而教材編撰者可根據實際的教材使用對象增刪四個領域之比例。本論文作者於2009年1至12月已完成十課的CEFR之A1、A2級線上學習教材，據研究成果顯示，A1、A2級情境領域以個人為主(39.33%)，公眾(31.46%)、職業(20.22%)，和教育(8.99%)次之。在此一教材編寫經驗和研究的基礎上，作者進一步分析探討CEFR之B1級商用華語教材的優先學習情境的分佈情況，作者以CEFR情境分佈的前置描述做為研究的基礎，針對目前常用的三部商用華語教材，分析其情境領域的設計與分佈狀況，以及全書內容結構的異同，而後探討CEFR在情境領域的分佈對於教材編寫所具有的指標性功能，作為教材編寫者的參考依據。
The Common European Framework of Reference for Languages: learning, teaching, assessment (CEFR) which was established by the European Council (EC) in 2001 was originally developed to serve as a common framework for language learning in Europe. It was aimed at bridging the gap among languages, and enhancing communicative language learning. CEFR describes language competence at three grades and six levels, which may facilitate the writing, planning, and designing teaching materials due to its stability and reliability. Up to the present time, CEFR along with ACTFL (American Council on the Teaching of Foreign Languages) guidelines and Canadian Language Benchmark (CLB) continue to be widely accepted as language standards.The CEFR framework is rather complicated. The linking of contexts to language is unique. Based on CEFR, contexts can be categorized into four domains, namely, personal, public, occupational and educational domains encompassing the lives and social interaction of the language users and learners and are appropriate for all age groups. Contexts in those four domains will appear proportionally in teaching materials.The author has completed ten online Chinese lessons at A1 and A2 levels during the period from January to December, 2009. The study shows that A1 and A2 contexts are in personal domain (39.33%), followed by those in the public domain (31.46%), occupational domain (20.22%) and educational domain (8.99%). Equipped with the experience in material writing and researching, the authors further analyze the design and distribution of B1 contexts. The authors use the prepositional description of CEFR context distribution as the foundation of her research. And then she analyzes the design and distribution of context domain, as well as the similarity and difference of content structure from three popular business Chinese textbooks. Finally she explores the design and distribution of CEFR context domain as an index function for the reference of teaching material writers.
The Common European Framework of Reference for Languages: learning, teaching, assessment (CEFR) which was established by the European Council (EC) in 2001 was originally developed to serve as a common framework for language learning in Europe. It was aimed at bridging the gap among languages, and enhancing communicative language learning. CEFR describes language competence at three grades and six levels, which may facilitate the writing, planning, and designing teaching materials due to its stability and reliability. Up to the present time, CEFR along with ACTFL (American Council on the Teaching of Foreign Languages) guidelines and Canadian Language Benchmark (CLB) continue to be widely accepted as language standards.The CEFR framework is rather complicated. The linking of contexts to language is unique. Based on CEFR, contexts can be categorized into four domains, namely, personal, public, occupational and educational domains encompassing the lives and social interaction of the language users and learners and are appropriate for all age groups. Contexts in those four domains will appear proportionally in teaching materials.The author has completed ten online Chinese lessons at A1 and A2 levels during the period from January to December, 2009. The study shows that A1 and A2 contexts are in personal domain (39.33%), followed by those in the public domain (31.46%), occupational domain (20.22%) and educational domain (8.99%). Equipped with the experience in material writing and researching, the authors further analyze the design and distribution of B1 contexts. The authors use the prepositional description of CEFR context distribution as the foundation of her research. And then she analyzes the design and distribution of context domain, as well as the similarity and difference of content structure from three popular business Chinese textbooks. Finally she explores the design and distribution of CEFR context domain as an index function for the reference of teaching material writers.