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研究生:張淑汶
研究生(外文):Chang, Shu-Wen
論文名稱:真實材料運用於初級華語聽力教學之行動研究
論文名稱(外文):Action Research of Using Authentic Materials in Teaching Listening in Chinese Class of Beginners' Level
指導教授:鄭琇仁鄭琇仁引用關係
指導教授(外文):Cheng, Hsiu-Jen
學位類別:碩士
校院名稱:國立高雄師範大學
系所名稱:華語文教學研究所
學門:教育學門
學類:普通科目教育學類
論文種類:學術論文
論文出版年:2015
畢業學年度:103
語文別:中文
論文頁數:207
中文關鍵詞:真實材料初級華語聽力教學教學策略行動研究
外文關鍵詞:authentic materialsteaching Chinese in beginners’ levelteaching listeningteaching strategiesaction research
相關次數:
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真實材料運用於初級華語聽力教學之行動研究,旨在探究初級學習者對真實材料的需求,合適學習者的聽力教學策略,了解學習者對教學策略的看法,以及檢測學習者的聽力學習成效。本研究之研究對象為在台學習華語的學習者,學習者雖為初級學習者,然而生活中真實材料俯拾皆是。為了連結課堂知識和課室外的生活,研究者利用真實材料於聽力教學當中,透過真實材料增進學習者聽力理解,並且建立教學策略。
  研究者在聽力教學之前,先以問卷調查五位學習者對真實材料的需求,再從調查的結果選定主題,進行錄製真實材料。本研究聽力總共進行了三個聽力教學行動循環,每一次循環,研究者以聽前、聽中、聽後三個階段,設計聽力教學。三次行動過程中不斷地反思、修正,以調整出合適學習者的教學策略。研究者蒐集的資料包含:教學日誌、訪談資料、問卷調查,以及學習者評量,並於行動結束後進行資料分析。
  研究的結果主要針對真實材料的使用、聽力教學策略,以及學習者聽力學習成效,提出以下四點結論。一、初級學習者肯定真實材料在溝通交際的效果。二、聽力教學合適的教學策略包括:聽前階段幫助學習者猜測真實材料內容,以及講解詞彙;聽中階段先泛聽,再精聽;聽後階段避免鉅細靡遺地講解真實材料內容。三、學習者肯定的教學策略包括:聽前階段利用影片截圖猜測、詞彙講解、聽力問題討論;聽中階段進行泛聽,表達聽到的內容,填空練習訓練精聽,以及聆聽慢速材料。四、學習者聽力學習成效增進,聽力過程中亦發展聽力策略。本研究亦針對真實材料使用,以及聽力教學策略提出建議,並指出未來研究之方向。

The purposes of this research are to find out the learning needs of using authentic materials, to establish listening teaching strategies, which are suitable for beginners, to analyze the participants evaluation of teaching strategies, which the researcher used in listening class, and to analyze the participants listening performance. The participants of this research are learning Mandarin in Taiwan. Although the participants are beginners, they interact with authentic materials in everyday life. Therefore, the researcher intend to use authentic materials in listening class to improve the participants’ listening ability, and to establish teaching strategies, which are suitable for beginners.
In order to find out the participants’ needs of topic of authentic materials, the researcher sent out the questionnaire. According to the feedback of the participants, the researcher recorded the conversation of native speakers. The researcher performed 3 cycles of action research. In each cycle, the listening class was divided into 3 stages, which were pre-listening, listening and post-listening. After each cycle, the research self-evaluated the class, and modified the teaching strategies, in order to establish the ones which are suitable for beginners’. The sources of data for this action research included teaching journal, the feedback of interviewing, the results of questionnaire, and the learner’s evaluation.
After 3 cycles of action research, there are 4 conclusions about the usage of authentic materials in teaching listening in Chinese of beginners’ level.First, learners in beginners’ level give positive feedback of using authentic material in class. Second, using authentic materials in listening class, the teaching strategies can be divided into three stages, pre-listening, listening and post-listening. During the pre-listening stage, teachers should help the students to make connection to the authentic materials and explain the vocabulary from the authentic material. During the listening stage, the students need to do extended listening practice and then selective listening practice. During the post-listening stage, teachers should avoid explaining the script of authentic materials. Third, according to the participants’ evaluation of teaching strategies, during the pre-listening stage, the participants prefer to guess what they might hear from the screenshot, and prefer the teachers to explain the vocabulary and provide the listening questions. During the listening stage, the participants prefer to express what they heard after extended listening and use filling in the blanks to do selective listening practice. The participants also give positive feedback of adjusting the authentic materials to slower speed. Fourth, authentic materials are effective to build up students’ learning ability and strategies.
In addition to the conclusions above, the researcher also had suggestions on the usage of authentic materials and the teaching strategies in listening class, as well as pointed out directions for future study.

目錄
謝辭...........................................i
摘要..........................................ii
Abstract.....................................iii
目錄..........................................iv
表目錄........................................vi
圖目錄.......................................vii
第一章 緒論...................................1
  第一節 研究背景與動機.....................1
  第二節 研究目的與問題.....................3
  第三節 研究重要性.........................4
  第四節 名詞釋義...........................6
第二章 文獻探討...............................9
  第一節 真實材料...........................9
  第二節 聽力教學..........................12
  第三節 聽力評量..........................17
  第四節 真實材料運用於聽力教學相關研究.....22
  第五節 小結  ...........................25 
第三章 研究方法...............................27
  第一節 研究方法...........................27
  第二節 研究設計...........................29
  第三節 研究資料蒐集與分析.................37
  第四節 行動研究之流程架構.................44
第四章 行動研究歷程...........................49
  第一節 第一次行動:大膽地挑戰.............49
  第二節 第二次行動:從問題中學習...........70
  第三節 第三次行動:謹慎思考再出發.........92
第四節 回顧:教學歷程的實踐...............112
第五章 研究結果分析...........................117  
  第一節 聽力真實材料需求...................117
  第二節 聽力教學策略.......................122
  第三節 學習者對聽學策略看法...............125  
  第四節 學習者聽力學習成效.................142
第六章 研究結論與建議.........................153
  第一節 研究結論...........................153
  第二節 研究限制...........................157
  第三節 研究建議...........................159
參考文獻.......................................163



附錄1 :學習者對聽力真實材料需求調查............167
附錄2 :聽力教學日誌記錄表......................168
附錄 3 : 學習者對聽力教學策略看法查............171
   3-1 學習者對聽力教學策略看法調查(行動一)171
3-2 學習者對聽力教學策略看法調查(行動二)173
3-3 學習者對聽力教學策略看法調查(行動三)176
附錄4: 第一次行動「買早餐」-對話稿...........179
附錄7: 第一次行動-聽力學習單..................181
附錄8: 第一次行動-聽力任務評量................183
附錄9 : 第二次行動「電話邀約」-對話稿..........185
附錄10:第二次行動-聽力填空學習單...............190
附錄11:第二次行動-聽力任務評量.................195
附錄12:第三次行動「問路」-對話稿..............198
附錄13:第三次行動-聽力填空學習單...............200
附錄14:第三次行動-聽力任務評量.................202

表2-1:真實材料選擇原則.........................12
表2-2:融入後設認知策略的聽力教學模式...........17
表2-3:任務類型和其相關的活動...................20
表2-4:任務要素及其說明.........................22
表2-5:過去研究中,真實材料運用於聽力課程的教學模式...24
表3-1:研究對象背景分析...............................30
表3-2:行動之前課程資訊...............................32
表3-3:行動研究資料與問題對應.........................41
表3-4:質性資料編碼方式及說明.........................42
表5-1:學習者搭配教材需求的主題.......................118
表5-2:學習者對於聽前教學策略的評分情況...............127
表5-3:學習者對於聽中教學策略的評分情況...............133
表5-4:三次聽力教學行動之教學策略.....................141
表5-5: 聽後任務評量之真實材料資訊................... 143
表5-6:任務評量,首次聆聽正確答題率...................144
表5-7:完成任務評量,真實材料聆聽次數.................146
表5-8:任務評量中,學習者策略使用的情況...............148
表5-9:行動中,五位學習者自我評量的表現...............149

圖2-1:聽者將接收到的句子,正確切割成合乎語法的詞和短語....14
圖3-1:本研究之行動研究模式................................29
圖3-2:本研究中聽力教學模式................................34
圖3-3:本研究真實材料選材流程..............................36
圖3-4:本研究之三角驗證檢核................................44
圖3-5:本行動研究之流程圖..................................47
圖4-1:影片截圖畫面一......................................54
圖4-2:影片截圖畫面二......................................55
圖4-3:主題「買早餐」之條列式任務..........................56
圖4-4:第一次行動教學策略..................................57
圖4-5:第一次行動學習者P聽中記錄...........................63
圖4-6:主題「電話邀約」影片畫面截圖一......................73
圖4-7:主題「電話邀約」影片畫面截圖二......................73
圖4-8:主題「電話邀約」描述連環圖截圖......................73
圖4-9:第二次行動聽力教學策略..............................76
圖4-10:主題「電話邀約」看圖說話投影片.....................81
圖4-11:主題「問路」描述連環圖截圖.........................95
圖4-12:第三次行動聽力教學策略.............................98
圖4-13:行動中使用真實材料出現的問題,以及修改方向........113
圖4-14:三次行動中,教學策略修改情況......................115
圖5-1:真實材料運用於初級華語聽力課程之合適教學策略.......124





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