素養導向之幽默融入華語學習的課程發展與設計
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2024
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背景與動機：因全球化與網際網路普及的緣故，幽默的刺激元素充斥在日常生活中，盛行於流行文化、娛樂展演與社交媒體，幽默是受歡迎的個人特質，也成為學術研究的相關議題，將幽默融入語言學習的研究也漸漸受到關注，研究數量逐步增加中。然而，受到幽默是粗俗玩笑話的誤解與華人自認為缺乏幽默感的二大迷思所影響，幽默融入語言學習的倡議，在華語教學領域並未受到關注。 隨著典範轉移，語言學習融入生態語言教育觀與社會文化學習理論，倡議語言與主題內容雙焦點，「內容整合語言學習」(Content and Language Integrated Learning, CLIL)的語言學習新理念因而興起，幽默融合語言學習(Humor Integrated Language Learning, HILL)成為語言創新教學的一種可能。 幽默能力是跨文化能力的一部分，也是溝通能力的一部分，華語教學不應該局限於幽默是粗俗的玩笑話與華人幽默感不足的迷思，將幽默能力的學習排拒在華語學習之外。目的與問題：本研究的主要目的是以「整合內容與語言學習」的核心概念精神與課程設計框架，設計整合語言能力與幽默素養為教學目標雙焦點的華語幽默課程，進一步將課程設計實踐在真實教學情境，進行效益評估與反思修訂。探討問題有二：1. 如何以「整合內容與語言學習」教學理念，設計與發展幽默融入華語學習的課程?2. 幽默融入華語學習的課程設計是否提升學習者的幽默素養、華語能力與跨文化能力?研究方法：本研究採取設計研究法(Design Research)，以準備、規劃、行動、評鑑四階段，進行建構理論、設計原型、測試原型與反思修正的階段工作，旨在發展出可以應用在教學實境的理論，設計一套可以應用於實境的課程，然後以實境測試的課程實驗教學，實際驗證課程設計的理論假設與探究教學實務的挑戰。研究結果與發現：1.依據建構的理論框架與設計指引，設定整體總目標與單元目標: (1)整合幽默素養與語言發展之能力構面的願景目標為辨識、理解、賞析、重述、創造、回應六構面；(2)整體課程架構涵蓋理論基礎篇、策略技巧篇、應用情境篇三部分；(3)整合幽默與語言之認知漸層分類學習目標，以4Cs框架設計編寫素養導向的幽默融入華語課程教學方案與教材。 2.實境教學測試，由「幽默笑點速配」前後測、「幽默回應．回應幽默」、「笑話分享短片錄製」與「學習者回饋問卷」學習者表現，證實課程有提升學習者幽默素養的成效。3.由「幽默文本故事重述」、「學習者回饋問卷」及完成溝通合作學習任務的語言輸入與輸出，皆證實課程有提升學習者華語能力的成效。4.由課前學習單、課前暖身活動、議題討論與「學習者回饋問卷」的結果，證實課程有提升學習者跨文化能力的成效。結論與建議：本研究總結討論與反思，對於設計幽默華語課程給予如下建議：1.考量師生需求、教學資源與限制，確立可行課程願景與教學目標。2.介紹幽默的益處與功能，也需提及幽默潛在的冒犯風險和可能造成的後果。3.結合生活經驗，揀選不同文體、形式、風格的幽默素材與實例。4.選擇適宜的幽默素材進行分類分級與改編。對未來研究方向建議如後：1.以華語學習者進行完整課程的教學行動研究。2.發展經過科學化、系統化驗證信效度的華語幽默素養測驗。3.確立系統化華語幽默素材分級、分類準則，建置幽默素材語料庫。4. 擴充或彈性選擇幽默華語課程內容。
Background and Motivation: Due to globalization and the widespread use of the internet, elements of humor pervade daily life, prevalent in popular culture, entertainment performances, and social media. Humor is a popular personal trait and has become a relevant topic in academic research. Integrating humor into language learning research has gradually received attention, with the number of studies increasing. However, influenced by the two myths of misunderstanding humor's ambiguity and the Chinese perception of lacking a sense of humor, the advocacy for integrating humor into language learning has not been emphasized in the field of Chinese language teaching. With the paradigm shift, language learning has incorporated ecological language education perspectives and sociocultural learning theories, advocating for dual focus on language and content themes. The new concept of language learning, “Content and Language Integrated Learning” (CLIL), has thus emerged, with “Humor Integrated Language Learning” (HILL) a possibility for innovative language teaching. Humor competence is part of intercultural competence and communication skills. Chinese language teaching should not be limited by the myth that humor is vulgar jokes and that Chinese people lack a sense of humor, excluding the learning of humor competence from Chinese language learning.Purpose and Questions: The primary aim of this study is to design a Chinese humor curriculum that integrates language proficiency and humor competence as dual-focused teaching objectives, based on the core concept and curriculum design framework of “Content and Language Integrated Learning.” Furthermore, the course design will be implemented in real teaching contexts to evaluate its effectiveness and reflect on revisions. The research questions are as follows:1. How can the teaching concept of “Content and Language Integrated Learning” be used to design and develop a curriculum that integrates humor into Chinese language learning?2. Does the curriculum design enhance learners’ humor competence、improve learners’ Chinese language proficiency and boost learners’ intercultural competence?Research Method: This study adopts the Design Research method, involving four stages: preparation, planning, action, and evaluation. These stages encompass theory construction, prototype design, prototype testing, and reflective revision. The goal is to develop a theory applicable to teaching realities, design a curriculum that can be applied in real-world settings, and then conduct a practical teaching experiment to verify the theoretical assumptions of the curriculum design and explore the challenges of teaching practice.Research Results and Findings: Based on the constructed theoretical framework and design guidelines, the overall goals and unit goals are set: (1) the vision of integrating the competence dimensions of humor competence and language development into the six dimensions of identification, comprehension, appreciation, reproduction, creation, and response; (2) the overall curriculum framework covers the theoretical basics, strategies and skills, and application contexts; and (3) the integration of cognitive hierarchical domains of learning goals of humor and language, and the 4Cs framework is used to design and develop teaching plans and materials as a competence-based humor integrated Chinese language learning curriculum. 2. Learners’ performances found in the real-setting teaching, including the “Punchline Matching” pre and post-tests, “Humorous Response& Responding to Humor,” and “Joke Sharing Recording” demonstrated the effectiveness of the curriculum in boosting learners’ humor competence. 3. The performances of learners in the “Humorous Text Retelling”, the “Learner Feedback Questionnaire” and all of communicative and collaborative learning tasks confirmed the effectiveness in improving learners' Chinese language proficiency. 4. The effectiveness in improving learners' Chinese intercultural competence was demonstrated by learners’ performances in “Preview Worksheet,” Warm-up activities, Issue-discussion and the “Learner Feedback Questionnaire”.Conclusion and Suggestions for future research: We discuss and reflect on our findings, and provide suggestions for future design and research of humor integrated Chinese language learning. In terms of curriculium design, we suggest: 1. Considering the needs of teachers and students, teaching resources, and limitations to establish feasible curriculum vision and teaching objectives. 2. Introducing the benefits and functions of humor while also mentioning the potential risks of offense and possible consequences. 3. Combining life experiences to select humorous materials and examples of different genres, forms, and styles. 4. Choosing appropriate humorous materials for classification, grading, and adaptation. In terms of future research, we suggest: 1. Conducting complete course teaching action research with Chinese as an additionallanguage learners. 2. Developing scientifically and systematically validated Chinese humor competence tests. 3. Establishing systematic grading and classification criteria for Chinese humorous materials and building a humor material corpus. 4. Expanding or flexibly selecting content for humor integrated Chinese language learning.
Background and Motivation: Due to globalization and the widespread use of the internet, elements of humor pervade daily life, prevalent in popular culture, entertainment performances, and social media. Humor is a popular personal trait and has become a relevant topic in academic research. Integrating humor into language learning research has gradually received attention, with the number of studies increasing. However, influenced by the two myths of misunderstanding humor's ambiguity and the Chinese perception of lacking a sense of humor, the advocacy for integrating humor into language learning has not been emphasized in the field of Chinese language teaching. With the paradigm shift, language learning has incorporated ecological language education perspectives and sociocultural learning theories, advocating for dual focus on language and content themes. The new concept of language learning, “Content and Language Integrated Learning” (CLIL), has thus emerged, with “Humor Integrated Language Learning” (HILL) a possibility for innovative language teaching. Humor competence is part of intercultural competence and communication skills. Chinese language teaching should not be limited by the myth that humor is vulgar jokes and that Chinese people lack a sense of humor, excluding the learning of humor competence from Chinese language learning.Purpose and Questions: The primary aim of this study is to design a Chinese humor curriculum that integrates language proficiency and humor competence as dual-focused teaching objectives, based on the core concept and curriculum design framework of “Content and Language Integrated Learning.” Furthermore, the course design will be implemented in real teaching contexts to evaluate its effectiveness and reflect on revisions. The research questions are as follows:1. How can the teaching concept of “Content and Language Integrated Learning” be used to design and develop a curriculum that integrates humor into Chinese language learning?2. Does the curriculum design enhance learners’ humor competence、improve learners’ Chinese language proficiency and boost learners’ intercultural competence?Research Method: This study adopts the Design Research method, involving four stages: preparation, planning, action, and evaluation. These stages encompass theory construction, prototype design, prototype testing, and reflective revision. The goal is to develop a theory applicable to teaching realities, design a curriculum that can be applied in real-world settings, and then conduct a practical teaching experiment to verify the theoretical assumptions of the curriculum design and explore the challenges of teaching practice.Research Results and Findings: Based on the constructed theoretical framework and design guidelines, the overall goals and unit goals are set: (1) the vision of integrating the competence dimensions of humor competence and language development into the six dimensions of identification, comprehension, appreciation, reproduction, creation, and response; (2) the overall curriculum framework covers the theoretical basics, strategies and skills, and application contexts; and (3) the integration of cognitive hierarchical domains of learning goals of humor and language, and the 4Cs framework is used to design and develop teaching plans and materials as a competence-based humor integrated Chinese language learning curriculum. 2. Learners’ performances found in the real-setting teaching, including the “Punchline Matching” pre and post-tests, “Humorous Response& Responding to Humor,” and “Joke Sharing Recording” demonstrated the effectiveness of the curriculum in boosting learners’ humor competence. 3. The performances of learners in the “Humorous Text Retelling”, the “Learner Feedback Questionnaire” and all of communicative and collaborative learning tasks confirmed the effectiveness in improving learners' Chinese language proficiency. 4. The effectiveness in improving learners' Chinese intercultural competence was demonstrated by learners’ performances in “Preview Worksheet,” Warm-up activities, Issue-discussion and the “Learner Feedback Questionnaire”.Conclusion and Suggestions for future research: We discuss and reflect on our findings, and provide suggestions for future design and research of humor integrated Chinese language learning. In terms of curriculium design, we suggest: 1. Considering the needs of teachers and students, teaching resources, and limitations to establish feasible curriculum vision and teaching objectives. 2. Introducing the benefits and functions of humor while also mentioning the potential risks of offense and possible consequences. 3. Combining life experiences to select humorous materials and examples of different genres, forms, and styles. 4. Choosing appropriate humorous materials for classification, grading, and adaptation. In terms of future research, we suggest: 1. Conducting complete course teaching action research with Chinese as an additionallanguage learners. 2. Developing scientifically and systematically validated Chinese humor competence tests. 3. Establishing systematic grading and classification criteria for Chinese humorous materials and building a humor material corpus. 4. Expanding or flexibly selecting content for humor integrated Chinese language learning.
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幽默融入華語課程, 內容與語言整合學習, 華語幽默素養, Humor Integrated Chinese Language Curriculum, Content Integrated Language Learning, Chinese Humor Competence