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    Title: 真實語料融入外交華語情境教學設計研究
    The Design of Diplomatic Chinese Contextualized Teaching with Authentic Materials
    Authors: 李喬葳
    Lee, Chiao-Wei
    Contributors: 舒兆民
    李喬葳
    Lee, Chiao-Wei
    Keywords: 主題式教學
    外交華語
    真實材料
    教學設計
    情境教學
    Thematic Teaching
    Diplomatic Chinese
    Authentic Materials
    Lesson Planning
    Situational Teaching
    Date: 2024
    Issue Date: 2025-04-01 11:38:39 (UTC+8)
    Abstract: 隨著國際情勢的發展與改變,外交活動一直都是尤為重要的一環。外交語言與其他語言有著些許的差別,然而放眼望去,台灣關於外交的華語教材與相關課程卻是少之又少。外交活動跟國際事務乃息息相關,任何國家的風吹草動都會影響全球的外交局面,故本篇研究以真實語料融入「外交」為主題的華語課堂進行教學設計。

    本研究以真實材料結合情境之主題教學法(Situational Language Teaching,簡稱為SLT)為依據,向上發展出一套以外交為主題的華語課程設計模組。該課程模組將以《外交部聲明及公報彙編》為真實材料來源,並以半結構訪談的方式來進行課程研究。而課程的目標教學對象將以對外交有興趣或外交專業的大學學生為主,在經過一連串的課程後,以完成任務的方式進行課程最後的評鑑—模擬聯合國會議。最終,經由專家檢核提出一套外交華語的課程模組。

    本研究想透過這次教學模組的呈現,為後續以「外交」為主題的華語課堂,提供一個參考的方向。以下為本研究最終所提出的教學模組,共六步驟:(1)引起動機:利用觀看外交主題相關的影片亦或是討論相關主題來引起學習者的學習動機。同時告知學習者學習目標。(2)真實材料的討論:對於真實材料的主題與背景做進一步的探討與發想。(3)詞彙、定式、語法的訓練:對材料有初步了解後,教師將對詞彙、定式、語法進行教學。(4)情境導入—第一階段:讓學習者在執行最終的實踐任務前,先以簡易版任務進行演練,為最終任務奠下基礎。(5)情境導入—第二階段:在第一階段演練後,即可進入正式的實踐任務—模擬聯合國會議。(6)學習成效評估與回饋:利用情境導入,對學生的表現進行多元評量。不單是專注於語言的形式與詞彙的使用,語言的流暢度也會列入評量。評量標準參考跨部門語言圓桌量表(Interagency Language Roundtable scale,簡稱ILR量表)。在「任務」結束後,發還學習者,同時教師將針對錯誤予以修正教學,以達到語言練習的核心目地。

    目前研究結果顯示:透過上述模組,應能提升學習者在外交華語方面的詞彙與掌握度,也透過本研究,讓「外交」這個主題在華語課堂中得到更多研究與啟發。
    With the continuous evolution of international affairs, diplomacy remains a crucial aspect of global interactions. Diplomatic language differs from general language usage in certain ways; however, there is a notable scarcity of Chinese language teaching materials and courses specifically designed for diplomatic contexts in Taiwan. Given that diplomatic activities are closely tied to international affairs and that any geopolitical change can impact global diplomacy, this study aims to design a Chinese language teaching module incorporating authentic materials with a focus on diplomacy.
    This study is based on the Situational Language Teaching (SLT) approach, integrating authentic materials into a theme-based instructional framework to develop a Chinese language course module centered on diplomacy. The primary source of authentic materials in this study is the Compilation of Statements and Communiqués from the Ministry of Foreign Affairs. A semi-structured interview method is employed to examine the effectiveness of the course design. The target learners for this course are university students with an interest in diplomacy or a background in international relations. Upon completing a series of instructional sessions, students will participate in a final task-based evaluation—the Model United Nations (MUN) conference. Ultimately, this study seeks to establish a structured course module for Diplomatic Chinese, which will be reviewed and validated by subject matter experts.
    This study aims to provide a reference framework for future Chinese language courses focusing on diplomacy. The proposed instructional module consists of six steps:
    1. Motivation Activation – Engaging students by watching videos or discussing topics related to diplomacy to stimulate their interest in learning, while also outlining learning objectives.
    2. Discussion of Authentic Materials – Analyzing and brainstorming ideas related to the themes and background of the authentic materials.
    3. Training in Vocabulary, Fixed Expressions, and Grammar – Introducing key linguistic elements after students have gained an initial understanding of the materials.
    4. First Stage of Contextualized Practice – Conducting simplified role-playing tasks to prepare students for the final practical task.
    5. Second Stage of Contextualized Practice – Engaging students in the final practical task—participation in a Model United Nations (MUN) conference.
    6. Assessment and Feedback on Learning Outcomes – Evaluating student performance through multiple assessment criteria, considering not only linguistic accuracy and vocabulary use but also fluency. The evaluation will be based on the Interagency Language Roundtable (ILR) scale. Upon completion of the final task, students will receive feedback, and instructors will provide corrective teaching to reinforce language practice effectively.
    Preliminary findings indicate that this instructional module enhances students’ vocabulary acquisition and proficiency in Diplomatic Chinese. Additionally, this study contributes to the expansion of research and instructional development on the theme of diplomacy in Chinese language education.
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    英文部分
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    Description: 碩士
    國立政治大學
    華語文教學碩博士學位學程
    110161007
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G0110161007
    Data Type: thesis
    Appears in Collections:[華語文教學博/碩士學位學程] 學位論文

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