「唱讚美歌學習中文」之線上正音行動學習-以韓籍學習者個案為例

Abstract

在許多利用歌曲進行的外語教育經驗中，得出在矯正發音或透過「唱」的行為若是運用在口語練習和詞彙學習方面，能得到正面學習效果。然而在漢語教育方面，由於唱歌時難以辨別音調的聲調，因此好像無法有效地將歌唱運用在中文聲調教學之中。 參加本研究的兩位韓籍學習者，曾經在台灣就讀學士班，但回韓國已有四年多，這期間所從事的工作也與中文無關。對於唱歌練習，兩位皆表達出高度的興趣，尤其他們希望能夠透過中文讚美歌來學習，同時希望能改善長期以來僵化的聲調錯誤。筆者照分析、設計、發展、實施、評估五個研究階段進行，先分析學習者的要求與學習環境，決定以「唱歌學習中文」為主軸，與行動學習結合設計課程。因為行動學習不受時空的限制，隨時都可以進行練習，可以進行有效的學習。筆者首先對學習者的要求進行了分析，然後設計出具體的學習內容和方法。主要的學習內容為中文讚美歌，除了唱歌練習以外，還利用中文讚美歌歌詞和詞彙練習改正聲調。另外，每天還提供學習單，讓學習者寫中文歌詞，也翻譯練習。本研究實施共分為兩次練習階段，第一次練習期間為22天，第二次演練時間為11天，共33天。筆者為了比較只通過線上口說訓練軟體進行聲調練習，改善聲調的效果如何，在練習期間前後進行了聲調測驗。 研究結果顯示兩位學習者的前後偏誤率改善了，學習者A前後測偏誤率從8%降到0.72%；學習者B前後測偏誤率從4%降到0.96%。兩位在四聲的偏誤都明顯改善，並能掌握常說錯字的聲調。通過實驗後訪談，可以看出聲調練習的內容是學生們感興趣的領域，因此在學習上效果更大。學生們對於寫字練習也有正面的反應，表示對他們記住學習內容以及正確聲調的確有幫助。 以此證明，將學習歌曲的漢語和口語練習結合在一起的聲調矯正學習是有充分價值的。但是，本研究的侷限性是學習者人數和學習天數都以最小單位進行。希望今後能夠對運用歌曲提高聽、說、讀、寫四種語言功能的方法進行後續研究。Education of foreign languages using songs in diverse language education brings about positive effects in such aspects: pronunciation/intonation correction/rectification, speaking practice through action of singing, and acquisition of words and sentence structure. However, in Chinese teaching, such education method was not actively utilized due to the difficulty in classification of the intonation (that gives each word a definition). The following paper represents a case study to supplement this problem using writing speaking software that can be installed on smartphones. The two students participated in this experiment were advanced Chinese learners who have been overseas students in Taiwan but have returned back to South Korea for more than 4 years. These two students were interested in the special field of Chinese worship song, and wanted to improve their long-standing pronunciation errors. Thus, the author designed the learning contents, learning Chinese using songs, together with mobile learning according to the students’ needs and situations. Mobile learning was chosen as this allows practice of effective second language learning regardless of time and space. While the main learning content being Chinese worship songs, practice of pronounciation correction was also made possible by training application that practices speaking of Chinese from the lyrics and the words of the Chinese worship songs. Moreover, the daily study worksheets are provided to write down the given Chinese lyrics, and practice translating the Korean lyrics into Chinese lyrics. The period of experiment was conducted on mobile devices for a total of 33 days, the first practice period of 22 days and the second practice period of 11 days. And intonation test was conducted before and before the practice period in order to compare the effects of improving the intonation errors through the speaking practice application only. The pronunciation error of Learner A has decreased from 8 % to 0.72 %, and that of Leaner B has decreased from 4 % to 0.96 %. Through the interviews of the students, this method of learning had a greater effect because pronunciation practice was a popular area of interest for the students. Also, the students positively reviewed the writing worksheets. This helped to prove that pronunciation correction learning, combined with the learning of Chinese worship songs and speaking practice program, has sufficient worth. However, the limit of this research is pointed out from the minimum number of students and the units of learning. This research hopes to see further research of improving the four language functions - listening, speaking, reading, writing - using songs in the future.