听说教学法和沟通式教学观应用于初级华语教学之探究

A Study on the Application of Audio-Lingual Method and Communicative Approach in Mandarin Teaching at the Elementary Level

教学法(观)能帮助教师在从事第二语言教学时更加得心应手。本文主要介绍听说教学法和沟通式教学观的理论背景及其教学原则,并利用这两个教学法(观)的特色分别设计两种不同主题的教学活动且实际应用于华语教学中。本研究的对象是一群在台湾工作的印度籍和泰国籍工程师,且依研究阶段的不同,分别采用文献探讨、参与观察(录音及录影)、师生访谈、问卷、评量等方式,借以了解学生的上课反应及其学习成效。研究发现,听说教学和沟通教学在初级华语的课堂里皆具有可行性,不过针对初级的学生,听说法的句型操练要注意时间的控制,而沟通法则要安排前置性的沟通活动,以利之后沟通活动的进行。一位专业的华语教师要能为学生引导一个适合他们的语言学习方向,培养他们良好的学习态度,从而为语言的学习奠定坚固的基础,以达成提升学习效率的目的。

This study aims at introducing the theoretical background and instructional guidelines of both Audio-Lingual Method and Communicative Approach. Based on them two sets of teaching curriculum with different themes respectively are designed, and eventually put into practice in Mandarin teaching. The subjects in this study are engineers of Thai and Indian nationality working in Taiwan. In order to assess students＇ responses at class and the learning achievement, this study adapts literature review, participative observation （in both audio and video format）, teacher-student interview, questionnaire. The results of this study demonstrate that both Audio-Lingual Method and Communicative Approach are practicable and advisable to the elementary level Mandarin learners ; however, in Audio- Lingual Method teachers should control the time for sentence patterns drill, while in Communicative Approach it is important to arrange certain preliminary communicative activities as warm-ups. Both measures lay a solid foundation for language learning and improve the language learning efficiency.