任務教學法融入華語聽力寬度教學設計與實施

Abstract

聆聽為語言輸入的主要途徑，在語言學習上扮演極為重要的角色。然而聽力材料缺乏真實性、課堂標準口音華語與真實華語有所出入…等因素造成學習者在課堂上聽懂教師的話但對於一般人所說的華語卻有理解上的困難，換言之，學習者的聽力寬度僅限於標準的口音，因此當說話者不是標準口音時便有理解上的困難。任務教學法為透過語言的交際任務，使學習者完成任務的同時也進行學習，強調「做中學」。據此，本論文旨在設計出任務教學法融入聽力教學中，擴展學習者的聽力寬度，希冀在聽力教學方面體現真實語料應用於語言教學中的價值，為中高級學習者以及華語教師提供有效方法來增加學習者的聽力寬度。 本文研究法為發展研究法與教學試驗。首先介紹聽力理解與聽力教學之理論、真實語料探討、聽力寬度教學以及任務教學法理論等文獻；其次在需求分析中搜集七套華語聽力教材並予以分析討論與三種標準化聽力測驗；接著以問卷何訪談的方式了解以及師生對於華語聽力課的意見與需求。綜合以上結果後完成本文任務教學法融入聽力寬度之教學設計。本課程設計以任務教學型課堂教學—前任務、任務環與後任務三步驟進行，課程設計完成後取部分內容進行教學試驗並驗證教學成效，最後修正課程並提出建議。 在各方意見彙整以及教學試驗後，本文得出以下結論。第一，華語學習者對於帶有口音的難點不僅在於地方口音外，性別、年齡差異的不同口音使得學習者在接受度上有所差異。第二，多聽、有計畫的安排不同口音於課程設計中，故而學習者可於聽力材料中接收到兩個以上不同地區、性別或年齡的口音，使其不僅對於標準口音華語熟悉，對帶其他口音的華語也有接觸的機會。第三，透過任務前、任務環以及任務後的三階段的聽力活動設計來增加學習者的聽力寬度有其成效。

A number of dialect-influenced varieties of non-standard speech are seldom taught but may be spoken by sizable populations. In this case, students can attain perfect pronunciation, but real-life situations will not always provide standard forms to hear and interpret. Based on Communicative Language Learning, Task-based Language Teaching refers to an interactive and learner-centered approach in language learning. This thesis aims to develop a curriculum with Task-based Language Teaching to train high-intermediate-level Chinese learners to listen and comprehend dialect-influenced speech in Taiwan. Development research is the main research methodology of this study. This thesis reviews the researches related to theories of teaching listening skills, the discussion of authentic materials, teaching Chinese listening comprehension of dialect-influenced speech and Task-based Language Teaching. This thesis also analyzes the current situation of developing listening skills in TCSL as well as available materials, and designs a unique curriculum accordingly. According to the literature review, needs analysis and experimental teaching, the results of this study are as follows: First, difficulties encountered by students studying Mandarin not only include the differences in local accent, gender, age which affect the students’ ability to absorb and accept the language. Secondly, it is important to have predetermined listening lesson plans that incorporate listening to different regional accents, genders and people from different generations; therefore, this provides the students the opportunity to gain exposure to a variety of different listening material. Thirdly, using the “task-based” teaching method on listening activities helps enable the students to broaden their ability to comprehend various types of Chinese.