建構外籍配偶中文第二語言教學模式之研究   免費試閱

Constructing a Teaching Model for Chinese as a Second Language Acquisition to Immigrant Spouses

本研究旨在建構外籍配偶中文第二語言教學模式，經文獻探討後確認教學模式理論基礎，結合中文第二語言習得教學內涵與外籍配偶學習特性，形成外籍配偶中文第二語言教學模式歷程內容。再以其內容架構針對當前外籍配偶語言學習班以行動研究法進行教學研究。在歷時3個月共計十二次36小時的行動研究教學中，修正本模式歷程內容最後確立外籍配偶中文第二語言教學模式之內涵。結論有六點:一、外籍配偶中文第二語言教學模式歷程在教學目標、起點行為、教學設計、教學實施及教學評量上有其特定的內容。二、外籍配偶中文第二語言教學模式強調對話式教材的發展與聽說教學。三、教師需具備華語文專業知識能力。四、教學實施階段中以Kolb的經驗學習理論應用於聽、說、讀、寫教學活動設計，可有效協助學習者習得語言及文字書寫能力。五、應用Kolb經驗學習理論，在注音拼音、國字筆劃教學、對話及句型練習教學或應用於教材設計發展上，可使學員在中文學習上有所進步。六、外籍配偶學員具有對不熟悉的事物較排斥、對活動的參與較被動、易有幼兒隨行分散學習注意力、較依賴同伴，群我關係較強等課程參與特性。

The objective of this study is to construct a teaching model for immigrant spouses of Chinese as a second language. By reviewing literature and documents about second language acquisition， researcher affirms the base of implication of theories. Combining some key points and contents of Chinese as second language acquisition teaching with immigrant spouses learning characteristics， researcher constructs a testable framework of teaching model for immigrant spouses of Chinese as a second language. By using of action research method， researcher tests the contents of this framework by actual teaching immigrant spouses. Researcher also develops ＂The Test for Immigrant Spouses Chinese Proficiency＂ to test the participants of this study for surveying their entering behavior and the effects of teaching.