台灣日籍教師因應文化差異進行成人日語教學之行動研究

Abstract

本研究針對在台灣的日籍教師，因應文化差異進行成人日語教學的過程中，有關直接教學法應用於台灣初級日語班級的適切性，以及文化因應課程方案如何能夠適用於台灣學習者進行探討。由於日本國內在日語教育領域，傳統上都認為應用直接教學法是最好的，課堂上若是使用學習者的母語則會是被認為不理想。研究者將這種教學信念帶入台灣的日語教學現場，並應用於台灣初級日語班級，亦即在課堂上完全使用日語來授課。然而，在台灣大部分的日語教師多以中文來教日語，也導致多數日語教師猶豫該不該貫徹全日語教學。再加上，台灣的日語教育機關所使用的日語教材，大多以在日本國內學習日語者為對象加以編纂而成，此種日語教材的學習內容未必適合台灣的教學情境。因此，為了達成研究目的，本研究採取行動研究取向，以台北市日語補習班的初級日語成人學習者為對象，首先分析在台日籍教師在初級日語教學班級的師生互動實態，再檢視直接教學法應用於台灣初級日語班級的可行性與限制，進而瞭解台灣師生對日籍教師的教學期望，並藉由設計與實施文化因應課程方案，探究課程方案對台灣學習者的適用性。最後，依據研究結果，對在台日籍教師、課程設計與實施、台灣與日本的日語教育機構以及後續研究提出建議。 本研究的主要發現有四：一、在台日籍教師在初級日語教學班級的師生互動有文化上的差異；二、直接教學法應用於台灣初級日語班級有其限制；三、折衷式的教學方式對台灣初級日語班級接受度高；四、文化因應課程增進台灣學習者跨文化的溝通能力。

This study was to explore the cultural adaptation of Japanese teacher for the adult Japanese language learners in Taiwan. It is important to examine the applicability of the direct method of teaching and culturally responsive curriculum program for Taiwanese learners. In Japan, the direct method has been widely applied in Japanese educational institutions, and has traditionally believed as the best approach for teaching foreign languages. Japanese teachers assume that the use of the mother tongue is undesirable in classroom. Therefore, this study tried to apply the direct method to the Japanese language classes for beginners in Taiwan. That is to use all Japanese in the classroom when teach Japanese. However, most Japanese teachers in Taiwan use Chinese to teach Japanese, and are hesitant to change their teaching approach. Moreover most Japanese educational institutions in Taiwan adopt revised versions of textbooks which are compiled and designed for language learners in Japan, so the learning content is not necessarily suitable for the teaching situation in Taiwan. In order to better suit the needs of Taiwanese learners, teachers should adjust Japanese curriculum to adapt to the cultural differences. This research adopted the action research approach. The design and implementation of the culturally responsive curriculum programs are conducted to explore the applicability of these curriculum programs to Taiwanese learners. Data derived from literature review, classroom observation, individual interview, and documentary analysis provide significant information to answer the related research questions. Four major findings from this study include the following : (1) there are cultural differences in teacher-student interaction between Japanese teachers and Taiwanese teachers in beginner level Japanese language class in Taiwan; (2) there are a lot of limitations in applying the direct method to beginner level Japanese language class in Taiwan; (3) the acceptance rate of using eclectic teaching methods in Taiwan beginners’ Japanese language class is very high; and (4) culturally responsive curriculum programs can be promoted to improve cross-cultural communication skills of Taiwanese learners.