LdL 教中學應用於大學國際學位生華語教學場域之先導研究

Abstract

本研究以焦點團體討論法探討 LdL(德語:Lernen durch Lehren,簡稱 LdL)此「教中學」模式融入大學高異質性跨文化學位生華語課程之意義和價值。自臺灣北部某大學修讀此課程之國際學位生,期末抽出 9 位學生參與討論,並於 2019年 5 月下旬執行 2 次焦點團體訪談。過程全程錄音並輔以觀察員之文字記錄。錄音及記錄均轉成逐字稿後,由研究人員共同閱讀及討論,完成質性資料分析。本研究主要發現多數學生認為學生中心的 LdL 模式較能鼓勵他們說中文,同時「多元的學習策略」加上「多元文化」,讓學習過程相對深刻,而透過此活動了解中文作為第二語言教學設計的流程亦較能協助他們提升其華語學習的後設認知,對於調整、接納不同的跨文化學習情境之參與態度改變具有幫助。 主要研究發現 LdL 模式作為高異質性華語教學架構,具有應用的可能性:(一)可喚醒尊重多元文化的課堂參與態度,有助於學生意識到高異質性課堂的事實與其意義。(二)可提升華語學習的後設認知,有助於學生認識華語教學的脈絡與學習策略。(三)有助於學生從「個體理解表達」到「與他人互動轉述」的華語溝通能力。(四)可訓練系統性的思考脈絡,有助於學生檢視自我,並建構新的跨文化華語學習模式。 This study adopted focus group interview to explore the effectiveness of integrating the LdL (Lernen durch Lehren, learning by teaching) into university Mandarin curriculum of intercultural communication education. It selects nine students from those attending in this Mandarin L2 course of a University in the northern Taiwan to participate the discussion and conducts focus group interview in the late May of 2019 by means of complete sound recording and written record by observers. Then, it transfers the recording and notes into transcripts for researchers to read and discuss, so as to finish the qualitative data analysis. The study finds most students think the LdL pattern is relatively impressive which makes them dare to speak to native speakers and classmates from different countries in a intercultural learning environment; in addition, the micro-teaching presentation and listening produce a clear Second Language Learning process, while the preparation and analysis work can also arise metacognitive about learning Mandarin in a intercultural classroom which is facilitated the change of attitude of intercultural communicative participation.