影視材料於初級華語口語教學之應用

Abstract

隨著視聽媒體科技之發展日漸多元，語言教學的模式相較於過去更加豐富及有趣活潑，影視材料的取得及應用也更加容易。在溝通式教學觀的影響下，真實語料的應用逐漸受到重視。而影視材料具體呈現了對話語境，相當具有應用於口語教學的價值。 關於影視材料的課程設計及研究已有豐富的研究成果，但目前卻少有影視材料與華語教材搭配的相關教學設計，以及應用影視材料在初級口語教學中之研究。在這樣的背景之下，本研究旨在提出一個將影視材料與現有主流華語教材結合的口語教學模式。本研究以《當代中文課程》第一冊與第二冊為研究範圍，應用Hymes的SPEAKING理論分析各課主題及語境，主要以對話類型、對話者關係以及場景分類課文，並依此分類蒐集相關影視材料。最後綜合任務型教學法及語篇語言教學法，設計以影視材料突顯對話情境及語篇的口語教學模式，並提出教案示例。本研究導入Hymes的SPEAKING言語事件分析模型以及口語語篇分析的觀點於教學理念中，培養學習者分析、重組以及應用語篇的能力。根據語篇語言教學法的架構，透過建構語境、解構語境、共同創作語境、獨立創作語境、聯繫相關語境五個階段進行口語教學，並於每個階段安插語言任務。 本研究期望能為影視材料教學和一般的常態華語教學課程提供一個匯合點，讓影視材料的應用方向除了從針對個別影片內容發展，也能與教材內容系統性地結合，讓真實語料更加容易進入傳統課堂。

With the growing diversity of audiovisual media technology, the obtainment and application of video materials is easier, and the language teaching materials are more diversified and interesting than the past. The application of authentic materials has also received attention under the influence of the Communicative Approach, which considers the film and television materials, specifically good at presenting the context of conversation, particularly valuable for oral teaching. Although the application of film and television materials and their roles in curriculum design have been extensively studied, there are, at present, few teaching designs which attempt to combine audiovisual materials with Chinese textbooks, and with the spoken language teaching for the beginner level. This study aims to propose an oral teaching model that combines film and television materials with mainstream Chinese language textbooks for the beginner-level learners. This study takes the first and second volumes of A Course in Contemporary Chinese as the research scope. First, this study uses Hymes' SPEAKING model to analyze and classify the contexts of the conversation in each lesson, mainly by three factors: the type of conversation, interlocutor relationships and the scenes. Second, this study then collects, from various resources, short videos conforming to the selection principles and classified types suitable to go with specific lessons. Finally, this study integrates Task-based instruction and Text-based syllabus approach to develop a teaching model which highlights the contexts film and television materials can provide, presenting 4 examples of teaching plans. Drawing on Hymes's SPEAKING model and the perspectives of conversation analysis, the teaching plans are designed to cultivate the learner's ability to analyze, reorganize and formulate the target language on a discourse level. This study hopes to provide a systematically arranged framework for audiovisual materials and general Chinese courses, and makes the course design not only focus on the audiovisual materials, but also integrate with the textbooks.