漢語為二語學生補償策略於不同學習任務中的使用情況

Abstract

研究者針對華語學習者使用之補償策略做研究,探討學習任務和補償策略 之間的關係。本研究中觀察不同學習成就(高、低分組)華語學習者分別在以讀寫 為主的學習任務、以溝通目的為主的學習任務和紙筆考試任務中,使用補償策 略之差異。補償策略意即當學生碰到自己中文程度不足以應付當下的語言任務 時會採取的策略,以彌補自己語言水平和目標之間的距離,例如直接向對話者 提問或是結束當前話題。 為更全面地分析補償策略之類別,研究者以 Oxford(1990)所編寫的 Strategy Inventry for Language Learning(SILL) 中的補償策略為本,透過量化的方式發展 「漢語二語學生補償策略使用問卷」,並採用因素分析的統計方法建立其信度及 效度。本研究中,研究者使用上述問卷、課堂錄影及訪談的方式搜集資料,兼 具量化及質化兩種研究方法切入。24位受試者分為「以讀寫為主的學習任務」 和「以溝通目的為主的學習任務」兩組,其中再分為高分組和低分組,且均接 受期中考試。一方面以量化研究法分析學生補償策略使用之頻率,另一方面以 質化研究法觀察學生在有無教師幫助的情況下,補償策略使用的原因及想法, 試著了解學習任務、學習成就對華語學習者補償策略的使用是否有影響,以此 提出未來教學建議,並彌補目前的研究不足。 實驗結果發現,低學習成就組常碰到需要以前後文來猜測的情況,但大多偏向於使用保守策略和轉換回母語的策略,因此未來教師在針對學習成就較低的學生教授補償策略時,宜增加教師呈現、示範,學生練習的步驟。高學習成就組則是有強烈的溝通意願,然學生較不願意當下馬上提出自己的問題,有時甚至放棄自己說話的權利,可增加學生策略使用練習和自我評價,加強學生向他人求助的意願。This study aims to explore whether students’ learning achievement and learning tasks in class have an impact on the use of learner strategies, focusing on compensatory strategies. Compensatory strategies, which refers to students’ strategies when they encounter gap between what they’ve already known and what they don’t know, have been proved to have strong relationships with students’ learning style and the level of language proficiency. In this study, students were observed in three different learning tasks - tasks focusing on reading and writing, tasks focusing on communication –to explore their roles in the use of compensatory strategies. Data collection instruments included questionnaires, class video recording and interviews. A total of 24 students were evenly divided into two groups, one for tasks focusing on reading and writing, the other for tasks focusing on communication. Within each group, they were again devided into a high-achievement group and a low- achievement group, and they all took a midterm exam. The questionnaires were given out in the first and last class to detect the change in the use of compensatory strategies. Qualitative data were transcribed and analyzed as they collect students’ immediate reactions and body language. The results showed that low-achievement group tended to switch back to their mother language when they make inferences, suggesting that teacher in the future can put more effort on presenting, modeling how new strategies are used and students need longer time to practice. High-achievement group, on the other hand, is keen to communicate but were not willing to ask for help, suggesting that teacher should reinforce students’ practice on strategy use and self-evaluation, to not be afraid to ask questions.