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題名：發展為西班牙語人士設計之國別化數位華語教材
書刊名：華語文教學研究
作者：李郁錦 引用關係／陳振宇 引用關係
作者(外文)：Li, Yu-chin／Chen, Jenn-yeu
出版日期：2018
卷期：15:1
頁次：頁117-143
主題關鍵詞：國別化；語別化；數位化；華語教材製作；西班牙語人士；適性化；Chinese as a foreign language；CFL；Material development；Digitalization；Country-specific；Language-specific；Adaptive language material design
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華語教材內容的「數位化」及「國別化」是現今華語教材的重要趨勢。優質的國別化教材，需以跨語言、文化及社會研究為基礎，以跨國合作進行編撰。數位化教材快速成長則有目共睹。有鑑於二者的重要性，卻鮮少被同時納入考量；本文透過行動研究，以世界第二大母語－西班牙語為教學語言，以跨國團隊合作方式，探索國別化數位華語教材製作的各個環節，主要分為：市場勘察（前）、教材製作（中）及使用者意見搜集（後）三個研究階段。研究結果發現許多當初始料未及的意見回饋，可歸納為四大類：（1）教材內容設計重點與盲點、（2）教材成效取決於使用者理念、（3）教材國別化的必需性及（4）數位教材軟、硬體困難的克服。本研究在數位教材優勢的展現及與紙本教材無縫接軌、將跨語言、跨文化比較研究成果融入國別化教材編製，以及應用新的教學理論提升教材品質上，皆有嘗試性的突破，冀希為未來其他研究提供借鏡。
Today, ＂digitalization＂ and ＂country-specific＂ material design are two of the main trends in the development of teaching Chinese as a foreign language (CFL) materials. However, up till now, these two perspectives have been like two parallel lines, rarely considered in conjunction when developing CFL teaching materials. Furthermore, CFL materials are rarely developed based on intercultural, cross linguistic or social studies, or through international cooperation. Therefore, in this research, we use the Action Research Method to study digitalized country-specific CFL materials. For language-specific adaption, we took Spanish, the second largest native language in the world, as our teaching language. We explored every stage of material development, which was mainly divided into three phases. Firstly, we collected 191 surveys from Chinese adult learners about their Chinese learning experiences and opinions. To learn from the experiences of others, we also analyzed 15 hardcopies and digitalized foreign language materials. Secondly, we developed a digitalized country-specific Chinese teaching material prototype (website: http://chinoplus.liveabc.com). Lastly, in the pilot study, we applied two main research methods: The focus group method (25 participants); and a semi-open survey with both 15 teachers and 37 students, who participated in the pilot teaching with our prototype material. The result showed that both teachers and students reacted positively to this kind of material design, and find it useful for their teaching and learning. The results of this study, some of which were different from our expectations, can be categorized to four types: (1) material content, (2) user, (3) country-specific design, (4) digitalization. This study also presents some breakthroughs in the application of new theories of teaching and material digitalization, which can hopefully offer new perspectives for other studies.
期刊論文
1.Warschauer, Mark、Healey, Deborah(1998)。Computers and language learning: An overview。Language Teaching，31(2)，57-71。  new window
2.徐新逸(20031200)。數位學習課程發展模式初探。教育研究，116，15-30。new window  延伸查詢new window
3.李鎮宇、吳欣蓉、郭慧中(20110300)。數位學習科技化教學教材發展趨勢。課程研究，6(1)，1-26。new window  延伸查詢new window
4.何寶璋、羅雲(20120900)。非目的語環境華語國別教材編撰的思考、設計與實施。華語文教學研究，9(3)，31-46。new window  延伸查詢new window
5.Chan, Tak-Wai、Roschelle, Jeremy、Hsi, Sherry、Kinshuk、Sharpies, Mike、Brown, Tom、Patton, Charles、Cherniavsky, John、Pea, Roy、Norris, Cathie、Soloway, Elloit、Balacheff, Nicolas、Scardamalia, Marlene、Dillenbourg, Pierre、Looi, Chee-Kit、Milrad, Marcelo、Hoppe, Ulrich(2006)。One-to-one technology-enhanced learning: An opportunity for global research collaboration。Research and Practice in Technology Enhanced Learning，1(1)，3-29。  new window
6.楊小彬(2011)。我國對外漢語教材編寫的成就與問題。湖北大學學報.哲學社會科學版，384，31-34。  延伸查詢new window
7.任遠(1995)。新一代基礎漢語教材編寫理論與編寫實踐。語言教學與研究，1995(2)，82-94。  延伸查詢new window
8.徐昌火(20121200)。基於CEFR的國別化中文教材編寫芻議。華語文教學研究，9(4)，1-16。new window  延伸查詢new window
9.鄭通濤、方環海、張涵(2010)。國別化：對外漢語教材編寫的趨勢。海外華文教育，2010(1)，1-8。  延伸查詢new window
10.Stockwell, Glenn(2012)。Mobile-Assisted Language Learning。Contemporary Computer-Assisted Language Learning，16(3)，24-31。  new window
11.Wong, Lung-hsiang、Looi, Chee-Kit(2011)。What seams do we remove in mobile-assisted seamless learning? A critical review of the literature。Computers & Education，57(4)，64-81。  new window
12.李泉(2015)。漢語教材的「國別化」問題探討。世界漢語教學，346，56-59。  延伸查詢new window
會議論文
1.舒兆民(2009)。華語文數位學習教材之評選原則分析。第六屆全球華文網路教育研討會。臺北：行政院僑務委員會。350-362。  延伸查詢new window
2.計惠卿、張秀美、李麗霞(2005)。華語文數位教材之內涵與互動設計研析。第四屆全球華文網路教育研討會，中華民國行政院僑務委員會（主辦） 。臺北。  延伸查詢new window
學位論文
1.舒兆民(2002)。網路華語語體及文化課程教學設計(碩士論文)。國立臺灣師範大學，臺北。  延伸查詢new window
圖書
1.Gibbons, Pauline(2002)。Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom。Portsmouth, New Hampshire：Heinemann。  new window
2.McCombs, Barbara L.、Whisler, Jo Sue(1997)。The learner-centered classroom and school: strategies for increasing student motivation and achievement。Jossey-Bass。  new window
3.Saville-Troike, Muriel(2006)。Introducing Second Language Acquisition。Cambridge University Press。  new window
4.Van Lier, Leo(1996)。Interaction in the Language Curriculum: Awareness, Autonomy and Authenticity。London：Longman。  new window
5.Tomlinson, Brian(1998)。Materials Development in Language Teaching。Cambridge：Cambridge University Press。  new window
6.Li, Yu-Chin(2014)。Qualitative Analysis of Teaching Materials for Teaching Chinese as a Foreign/second Language to Spanish Speakers。OmniScriptum GmbH and Co. KG。  new window
7.李祿興、王瑞(2008)。國別化對外漢語教材的特徵和編寫原則。世界漢語教學學會。  延伸查詢new window
8.Gagné, Robert M.、Briggs, Leslie J.、Wager, Walter W.(2005)。Principles of Instructional Design。Florida：Harcourt Brace Jovanovich Inc.。  new window
9.Labov, William(1970)。The Social Stratification of English in New York City。Cambridge：Cambridge University Press。  new window
10.Teng, Shou-hsin(2010)。A Pedagogical Grammar of Chinese。Beijing：Beijing Language and Culture University Press。  new window
11.Csikszentmihalyi, Mihaly(1990)。Flow: The Psychology of Optimal Experience: Steps Toward Enhancing the Quality of Life。New York：Harper Collins Publishers。  new window
12.Hutchinson, Tom、Waters, Alan(1987)。English for Specific Purposes: A learning-centred approach。Cambridge University Press。  new window
圖書論文
1.Malinowski, Bronislaw(1994)。The problem of meaning in primitive languages。Language and Literacy in Social Practice: A Reader。Milton Keynes：The Open University。  new window
2.Teng, Shou-hsin(2005)。Contrastive analysis and instruction of grammar。Chinese Language Instructional Materials and Pedagogy。Beijing：Beijing Language and Culture University Press。  new window
3.Wu, Yong-an(2016)。Technology in CFL education。Chinese Language Education in the United States。Berlin：Springer。  new window
 
 
 
 
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