初级中文“把”字句教学策略四年改进研究

A Four-Year Study of Teaching Strategies for Ba Construction in Elementary Chinese

本文通过对美国汉语初级学习者"把"字句的写作习得实施的一项长达四年的实证进阶研究的总结与反思,旨在说明教师如何在教学目标的设定、教学流程策略、评量方式等各方面做出渐进式的改变与调整,使学生的"把"字句习得成果在四年期间由单句提升至三个段落的有效写作输出。参与此教学进阶实验计划者为美国弗吉尼亚大学第二个学期春季124位非华裔的初级班学生,他们在接受100个小时的授课时数后,进行"把"字句的写作输出。在语料分析方面,研究者针对成段写作语料进行"把"字句使用率与正确率的分析,实验表明,"把"字句的最高使用率与正确率皆出现在第四年。本文最后指出此研究之局限与未来研究方向。

This four-year study investigates language output on Ba construction generated by elementary Chinese language learners at the college level. It documents how the instructor reshapes and adjusts instructional objectives, strategies, procedures, and assessments to enhance learning outcomes progressing from disconnected sentences to paragraph-level production. Subjects were 124 nonheritage learners in the elementary class who had received 100 instructional hours when they participated in the study. The results of the study revealed that learners in the fourth year produced the most desirable pushed output with the highest frequency and most accurate rate in journal writing. Limitations of the study and directions for future research are discussed at the end of the article.