線上華語教學課室話語分析：論師生話語量、語對前後件及修復序列

Abstract

研究者於2018年與澳洲昆士蘭大學中文課學生進行線上華語教學，在教學過程中，發現一些線上華語教學的問題。因此，本研究從會話分析理論切入，探析師生互動中主要三個常發生的問題：第一，師生話語量的失衡；第二，語對前後件不協調，即教師提問，學生無法正確應答；第三，修復序列之功能不完整，導致修復出現問題。在統計、歸類並分析多位線上華語教師課室話語後，本研究針對以上三個問題，歸納出對應之教學策略。在師生話語量失衡的情況下，總結出以下教學重點：(1)教師必須自覺地降低課室話語量；(2)教師宜使用保護性語言，語言簡潔，使用較短的句子及較容易的詞彙；(3)宜在教學前多做些準備。其次，針對語對前後件不協調的情況，歸納出教師們主要使用以下七種對應策略：(1)在缺有效後件的情況下，用媒介語溝通；(2)引導失敗後，老師直接說出正確句子；(3)教師簡化問句；(4)重複提問；(5)重新登入教學平台；(6)給學生權力；(7)舉例。在修復序列之話輪功能不完整之情況下，本研究歸納出兩類阻礙源、教師引導方式、學生完成修復方式以及教師評估方式。若修復序列話輪功能不全，就會導致學生修復失敗或忽略修復，故若能提升華語教師對於修復序列的認知，意識到教學過程中修復序列不完整的情況並加以改善，俾使學生修復失敗或是忽略修復的情形減少。

In 2018, the researcher taught online Chinese classes with the students of University of Queensland, Australia, and some issues of online Chinese teaching were found. Therefore, based on theories of conversational analysis, the research explores three main problems that occurred in the interaction between teachers and students: first, the imbalance of the amounts of teachers and students' discourse; second, the inconsistency of adjacency pair, that is, the teacher asked questions, and the students could not answer; third, the turn function of the repair sequence is incomplete, which leads to the problems in repair. After some classification and analysis of the classroom discourse of those online Chinese teachers, this research presents the corresponding teaching strategies for the three major problems mentioned above. In the case of the imbalance between the amounts of teacherand student discourse, the following teaching strategies are proposed: (1) teachers must consciously reduce the amount of their classroom discourse; (2) teachers should use sheltering language, that is, language of concision, less difficulty, and shorter in length; (3) it is advisable to do more preparation before teaching. In view of the inconsistency of adjacency pair, the teachers mainly use seven corresponding strategies: (1) in the absence of effective response, use the medium language to communicate; (2) if the teacher guiding fails, the teachers directly produce the correct sentence; (3) the teachers simplify the question; (4) the teachers repeat the question; (5) log in again to the teaching platform; (6) the teachers give the student the power to speak; (7) the teachers provide examples. Under the circumstance that the turn function of the repair sequence is incomplete, this study summarizes three major obstacles: the teacher's guidance method, the student's repair method, and the teacher's evaluation method. If the repair sequence is insufficient, it will cause a failure on the student’s part to repair. Therefore, if it is possible to raise Chinese teachers' consciousness of repair sequences and improve their teaching performance, then it is likely for the students to repair and less likely to ignore the repair sequence.