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題名:社會認知觀點下的臺灣偏鄉農村社區新住民華語教學研究
作者:林慕愔
作者(外文):LIN, MU-YING
校院名稱:國立中正大學
系所名稱:語言學研究所
指導教授:何德華
學位類別:博士
出版日期:2020
主題關鍵詞:社會認知觀點第二語言習得跨文化溝通新住民華語教學個案研究socio-cognitive perspectivessecond language acquisitionintercultural communicationL2 Chinese language teaching for new residentscase study
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本文為研究者參與偏鄉農村社區新住民華語教學的民族誌跨文化溝通研究旅程,以教師即研究者的行動循環歷程,結合課程行動研究、對話言談分析、與民族誌個案研究等質性研究常用的研究方法,對課程及課程參與者進行長時間有系統的循環觀察,探討一、影響個案學習者的社會因素,二、個案學習華語的必要性和教學挑戰,三、新住民華語教學的可行方案。
研究發現一:影響個案學習者的社會因素為(一)學習者的年齡,(二)學習者的居住地區和所使用的生活溝通語種類,(三)學習者的外表、行為和個性,(四)社區守門員,(五)教師的言談形式,(六)學習者與其他社區人士的互動,(七)國小階段以前家庭成員的參與,(八)學習者轉化社會刻板印象的意願,(九)學習者的動機取向和面子系統。
研究發現二:(一)個案學習者確實有學習華語的社會和心理需求,華語能力不僅為學習者實踐日常社會活動所必需,而且還涉及個人和社會認同的心理需求;(二)個案華語教與學的挑戰在於臺灣華語教學典範的移轉,包括更加重視語言於社會真實的使用情況、二語學習者社群獨特的文化、真實課程實踐的經驗、發展教師多元的能力。
基於上述研究發現,本文建議新住民華語教學可以(一)融合標準規範教學體例和語言因地域與學習者社群文化所導致的變異;(二)運用結合內容、語言和學習策略的認知學術語言教學法,把發展跨文化溝通能力做為重要教學內容,並導入學習策略教學,幫助學習者搭建認知儲備的鷹架;(三)以實踐社群運作取代傳統課堂概念,由參與過程中所發展的社群隸屬感做為學習動機,讓學習者從合法參與過程,逐漸由邊緣向核心邁進。
最後,本文主張運用社會認知取向的二語課程設計,把學習者放入目標語社群環境、與社群互動、學習理解周遭符號系統、並進行跨文化溝通。將目標語語言和文化的內隱知識透過師生對談、學習單、LINE、公民論壇、社區參與等資源,外顯為分享、發聲、和跨文化溝通行為,達到與目標語社群文化整合之目的。
This study is an ethnographic intercultural communication study of the L2 Chinese teaching for new residents in a rural community in Taiwan. It is based on teacher as researcher, combined several qualitative methodologies including action research, discourse analysis, and ethnographic case study, to find out (1) the social factors that influence L2 Chinese learning, (2) the teaching and learning challenges for the cases, and (3) how to develop feasible curricula for new residents’ L2 Chinese teaching.
Through a systematical and longitudinal participant observation and ethnography, this study finds out the factors that influence the motivation of L2 Chinese learning, include (1) the learner’s age, (2) living area and the daily language used in the community, (3) the learner’s appearance, behavior, and personality, (4) the gatekeeper of the community programs, (5) the teacher’s forms of discourse, (6) the learner’s interactions with other community members, (7) the participation of the learner’s pre-elementary school family members, (8) the learners’ willingness to transform their social stereotypes, and (9) the learners’ motivations and the use of the face systems in the process of Legitimate Peripheral Participation (LPP).
Furthermore, the study finds out Chinese literacy is not only necessary for learners’ daily activities, but also involves the psychological needs of individual social identity. The challenges of teaching and learning Chinese for the cases include the conflict between prescriptive and descriptive grammar, collectivism and individualism, the top-down standard and the bottom-up practice, and the diversity of curriculum and teacher.
In addition, the study suggests the development of curricula for new residents’ L2 Chinese teaching should integrate regional, social and stylistic variations, combine
content, language, and language learning strategies, and develop community of practice.
Finally, the study proposes a socio-cognitive curriculum to make the implicit knowledge explicit through conversations, learning sheets, LINE, civic forums, community participation, and other resources, by sharing, voicing, and intercultural communicating as sounding boards for learners to transform and achieve the purpose of cultural integration with the target language community.
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