文型指導におけるタスク先行型ロールプレイの応用─「テシマウ」の完了用法を対象に─

Abstract

本研究以台灣人日語學習者為對象，在教授完了用法「テシマウ」句型的課堂上實施任務先行型角色扮演教學活動，透過測驗、問卷調查、與訪談等方式，分析學習者對此句型的學習狀況與情意回饋。 從結果來看，任務先行型角色扮演教學活動可以讓學習者在發想會話內容時，獲得以下五項學習效果：(1)可以學到教科書以外的單字、(2)對課堂上要學習的內容產生興趣、(3)促進思考如何活用過往學習過的句型表現、(4)可以透過與現實關聯的場景做口語練習、以及(5)將過去所學的知識進行綜合性的活用。 然而，除上述內容以外，此教學活動中也存在三項限制：(1)所耗費的教學時間過長、(2)不適用於大班級教學、以及(3)根據每個句型的文法性質，學習者有可能無法獲得學習慾望上的刺激。 在最後，根據上述所列之效果和限制，本研究提出五點建議，用以導入大規模、且有既定進度規劃的課堂：(1)選擇適合此活動的句型、(2)留意授課時間、(3)活用小老師制度、(4)鼓勵學習者運用資訊科技來學習、(5)回顧整體授課內容。

This study targets Taiwanese learners of Japanese and introduces task-first role play into the instruction of the sentence pattern "テシマウ", which signifies completion, in Japanese language education. The learning status and affective responses of the learners to this sentence pattern are analyzed through assessments, questionnaire surveys, and interviews. As a result, task-first role play can bring about the following five advantages for learners when generating conversational content: (1) learning vocabulary beyond textbooks, (2) increased interest in class content, (3) encouraging the application of previously learned sentence patterns, (4) the ability to practice oral skills in realistic scenarios, and (5) comprehensive utilization of previously learned knowledge. However, in addition to the above, three limitations also exist: (1) a significant amount of teaching time is required, (2) it is unsuitable for large -scale classes, and (3) learners may find it difficult to be motivated to learn due to the nature of certain grammatical structures. In conclusion, based on the aforementioned advantages and limitations, this study proposes five recommendations for the effective implementation of task-first role play in large-scale or formally structured classes: (1) selecting appropriate grammatical items, (2) paying attention to the length of teaching time, (3) utilizing assistant systems, (4) encouraging learners to use information technology, and (5) reviewing the entire course content.