手語的教與學：一所大學手語課程之個案研究

Learning and Teaching Sign Language: A Case Study on Sign Language Course of a University

大學開設手語課程做為聽障教育師培學生和有興趣學習第二語言的大學生，開班數有越來越多的趨勢。本研究以一所大學手語課程做為個案研究，研究目的，在於藉由研究者參考文獻編制手語教材，以第二語言教學理論設計教學活動，經由一學期持續蒐集初學手語大學生的學習手語過程的表現，以及研究者對教學的反思，探討對於初階手語教材的學習內涵，對研究者教學活動之回饋意見，以及學習的滿意度與教學成效之研究。本研究結果發現有：(1)大學生覺得手語教材課程內容豐富，難易兼顧，手語教材可以促進修課大學生習得初階手語能力，符合其學習手語的動機與期望；(2)大學生覺得手語不容易專精，對於進一步學習進階手語表達高度的興趣；(3)大學生的手語能力，在接受一學期的教學之後，初步達到平均水準的成效。本研究也針對課程、教材、教學與語言學習研究方面所面臨的限制與問題，也提出相關的建議，以供後續研究之參考。

Universities and colleges would offer sign language courses for student teachers in their deaf education and for undergraduates who desire to learn sign language as a second language. An increase in the number of sign language classes shows that learning sign language is a trendy phenomenon. This study is a case study centering on sign language courses of a university. The research used a collection of a semester’s learning performances of undergraduate beginners of sign language and the researchers’ reflections on the teaching. This paper discussed the content of the basic sign language teaching material, the feedback from students, the surveys on students’ learning satisfaction and assessment data, and the reflection of teacher. The result showed that: (a) the beginner of sign language claimed that teaching material was rich in content. This could enhance course takers’ language competence, motivate the learning, and thus meet their goal setting of learning sign language; (b) the students expressed that they had high interest to learn advanced level sign language; (c) the undergraduates’ sign language comprehension abilities achieved a satisfactory expectation after one semester’s learning. This study also offered suggestions regarding the curriculum, teaching material, pedagogy, and deaf culture for future research.