臺灣博碩士論文加值系統

華語被視為世界上最難以學習的語言之一，如何發展適當的教學法以降低學習難度是華語教學的重要議題。「閱讀與說故事教學」(Teaching Proficiency through Reading and Storytelling, 簡稱TPRS)在西班牙語、英語、德語等外語教學已被廣泛採用，TPRS不僅能提高口語表達的流利度，並使語言學習更具趣味性，如能運用TPRS於華語教學，並降低其學習難度，將有助於推展華語學習。
TPRS的特點在於使用故事為題材，教學過程藉由各種趣味化問答技巧提供大量的理解性輸入(comprehensive input)，以使學生「習得」(acquire)目標語，然而有少數學者提出以故事為語言教材易缺乏文化內涵。目前TPRS運用在華語教學上的相關研究非常缺乏，本研究基於TPRS語言習得之觀點，以中國寓言故事為題材，編寫具針對性之TPRS華語教材範例，對瑞典大學生進行教學實驗，最後再藉由分析課堂觀察記錄與學生訪談回饋，探討自編TPRS華語教材與TPRS華語教學之適宜性。
研究結果顯示：(1)以TPRS進行華語教學，其過程趣味橫生，學生不僅學習焦慮明顯減低，語言表達之流利度與準確性亦有所提升；(2)以中國寓言故事做為TPRS「主要故事」題材是明確可行的。運用中國寓言故事可傳達中國先哲之智慧與文化思維，其搭配日常生活主題來設計「迷你故事」，更可使教材兼具趣味化與實用性，亦能符合「語言與文化」並重之學習目標。

Developing appropriate pedagogy in teaching Chinese as a foreign language to reduce the difficulties of learning is an important topic since Chinese is regarded as one of the most difficult languages in the world. Teaching Proficiency through Reading and Storytelling (abbrev. TPRS), a well-known approach in North America, has been widely adopted in teaching Spanish, English, German and other foreign languages. As TPRS appears to be a highly effective tool to use in teaching a foreign or second language, how can it contribute to Chinese Teaching?
TPRS is characterized by the use of stories as teaching material, and the teaching process provides a great amount of comprehension input via a variety of interesting interlocution skills so that students can achieve target language acquisition; however a small number of scholars have suggested that using stories as teaching material lacks cultural connotations. At present, relevant research on TPRS in Chinese-language teaching is lacking. Based on second language acquisition theory, this thesis provides a pointed example of TPRS Chinese-language teaching material, with the Chinese fable as the subject matter. By carrying out teaching experiments on Swedish college students, analyzing classroom observations and interview feedback, this thesis investigates self-composed TPRS Chinese teaching materials and the suitability of TPRS teaching.
The results show that: (1) Chinese-language teaching with TPRS made the process fun; not only was the learning anxiety of the students significantly reduced, their language fluency and accuracy also improved; (2) Using Chinese fables as the TPRS’ “main story” theme is feasible. The use of Chinese fables to convey the wisdom and cultural thinking of Chinese sages as well as the design of “mini stories” with the theme of daily life not only makes the texts interesting and practical, but is also consistent with the “language and culture” learning goals.
The results of this study are of interest to both Chinese-language instructors and researchers. For instructors, awareness of the effectiveness of fables-based TPRS instructions can clarify the feasibility of self-composed TPRS Chinese teaching materials. Such information can enable instructors to develop self-composed TPRS materials on areas in which learners must enhance their understanding. For researchers, the results provide an initial step toward gaining a comprehensive understanding of TPRS in Chinese-language teaching. Evaluating learners’ learning anxiety, language fluency and accuracy may assist researchers in realizing the limitations of conventional instruction. Insights into the limitations may help identify directions for future studies. Consequently, the results may facilitate the further development of TPRS in Chinese-language teaching.

摘 要 i
Abstract iii
目次 v
圖目次 vii
表目次 viii
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 4
第三節 研究名詞釋義 5
第四節 論文架構 6
第二章 文獻探討 7
第一節 TPRS教學法 7
第二節 相關研究 13
第三節 教材編寫與評估 21
第三章 研究設計與實施 37
第一節 研究方法 37
第二節 研究場域與對象 40
第三節 研究步驟及流程 42
第四節 資料蒐集與分析 44
第五節 研究信度與效度 46
第四章 TPRS華語教材設計 47
第一節 教材編寫大綱 47
第二節 教材範例與教案設計 49
第三節 TPRS課文範例教案設計 63
第五章 教學實施與檢討 92
第一節 教學過程之檢視 92
第二節 訪談結果之分析 94
第三節 教學及教材設計之評析與修正 99
第六章 結論與建議 102
第一節 結論 102
第二節 研究限制 104
第三節 未來研究方向 105
參考文獻 107
壹、中文文獻 107
貳、英文文獻 109
叁、網路資料 112
附 錄 114

壹、中文文獻
方麗娜 （2010）。對外華語文化教材的設計與編寫研究-全球教育的視角。中原華語文學報，6，101-123。
毛燕玲 （2011）。基於 TPRS 面向兒童的對外漢語語法教學。復旦大學漢語國際教育碩士論文，未出版，上海。
可瓦里 （2010）。訪談研究法 （陳育含譯）。台北：韋伯文化國際出版有限公司。（原著出版年：2007）
弗雷曼 （2006）。雙語兒童教學：理念與行為 （董奇譯）。北京：北京師範大學出版社。（原著出版年：1998）。
李泉 （2012）。對外漢語教材通論。北京：商務印書館。
李泉 （2011）。文化內容呈現方式與呈現心態。世界漢語教學， 25（3），388-399。
李泉 （2005）。對外漢語教學理論思考。北京：教育科學出版社。
李秀芬 （2013）。AP中文5C教學：理論、策略與實務。台北：新學林出版社。
林雅惠 （2008）。近三十年臺灣先秦寓言文學研究述評。漢學研究通訊， 27（1），13-24。
林淑貞 （2007）。中國寓言詩析論。 台北：里仁書局。
屈耀佳 （2014）。 基於 TPRS 教學法的成人初級漢語教材的改編。北京外國語大學漢語國際教育碩士論文，未出版，北京。
周慶華 （2004）。語文研究法。台北：洪葉文化事業有限公司。
周思源 （1996）。論對外漢語教學的文化定位。載於李曉琪（主編），對外漢語文化教學研究（20-36頁）。北京：商務印書館。
周雪林 （1996）。淺談外語教材評估標準。外語界，2，60-63。
胡憶梅 （2011）。以全面肢體反應說繪本故事對增進國小學童字彙之研究。高雄師範大學英語學系碩士論文，未出版，高雄。
高立平 （2002）。對外漢語教學中的文化意識。南京社會科學， 2，57-60。
翁小芬 （2011）。「寓言」及「寓言小說」的定義與範疇。東海大學圖書館館訊，117，62-72。
陳佳華 （2013）。《說苑》歷史寓言研究。臺灣師範大學國文學系碩士論文，未出版，台北。
許文儀 （2015）。故事繪本融入華語教學之行動研究。中國文化大學華語文教學學位學程碩士論文，未出版，台北。
張占一 （1984）。漢語個別教學及其教材。語言教學與研究，3，57-67。
張柏漪 （2013）。美國初級兒童華語教材設計—以TPRS 教學法為主。臺灣師範大學華語文教學系碩士論文，未出版，台北。
張莉萍 （2010）。語言能力指標難度分析。台灣華語文教學年會暨研討會，台北。
鈕文英 （2015）。研究方法與論文寫作（第二版）。台北：雙葉書廊有限公司。
廖建玲 （2013）。國際漢語教學設計。北京：高等教育出版社。
趙賢州 （1992）。關於文化導入的再思考。載於李曉琪（主編），對外漢語文化教學研究（305-323頁）。北京：商務印書館。
趙金銘 （2009）。對外漢語教學概論。台北：新學林出版社。
趙金銘 （1998）。論對外漢語教材評估。 語言教學與研究， 3，4-19。
趙金銘 （1997）。論漢語作為外語教學中的文化取向。載於李曉琪（主編），對外漢語文化教學研究（389-401頁）。北京：商務印書館。
劉英林 （1996）。漢語水準等級標準與語法等級大綱。北京：國家對外漢語教學領導小組辦公室。
劉珣 （2005）。對外漢語教育學科初探。北京：外語教學與研究出版社。
蔡雅薰 （2009）。 華語文教材分級研制原理之建構。台北︰正中書局。
樊旭 （2016）。基於TPR和TPRS廣州美國人國際學校（小學）課堂教學分析。中山大學漢語國際教育碩士論文，未出版，廣州。
鍾鎮城 （2012）。移民華語教學: 全球在地化的語言民族誌研究。台北：新學林出版社。
魏鵬洋 （2015）。肢體反應故事教學法（TPRS）應用於初級兒童華語教材與教學設計之研究。臺灣大學華語教學學位學程碩士論文，未出版，台北。
韓培爾 （2003）。 社會科學研究方法Q&A。台北：風雲論壇出版社。
貳、英文文獻
Atta-Alla, M. (2012). Integrating language skills through storytelling. English Language Teaching, 5(12), 1-13.
Babbie, E. R. (1998). The practice of social research. International Thomson Publishing Services.
Baker, C. (2001). Foundations of bilingual education and bilingualism. Toronto, Canada: Multilingual matters.
Braunstein, L. (2006). Adult ESL learners’ attitudes toward movement (TPR) and drama (TPR Storytelling) in the classroom. CATESOL Journal, 18(1), 7-20.
Brown, H. D. (1994). Teaching by Principles: An Interactive Approach to Language Pedagogy. New York: A Pearson Education Company.
Byrd, P. (2001). Textbooks: Evaluation for selection and analysis for implementation. In C. Marianne (Eds.), Teaching English as a second or foreign language (pp.415-428). Boston: Heinle & Heinle.
Castro, R. (2010). A Pilot Study Comparing Total Physical Response Storytelling With the Grammar-Translation Teaching Strategy to Determine Their Effectiveness in Vocabulary Acquisition Among English as a Second Language Adult Learners, Published thesis, Dominican University of California, USA.
Cortazzi, M., & Jin, L. (1999). Cultural mirrors: Materials and methods in the EFL classroom. In E. Hinkel (Ed.), Culture in second language teaching and learning (pp.196-219). Edinburgh: Cambridge University Press.
Council of Europe (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press.
Davidheiser, J. (2002). Teaching German with TPRS (Total Physical Response Storytelling). Teaching German, 35(1), 25-35.
Duff, P. (2008). Issues in Chinese language teaching and teacher development. In P. Duff, & P. Lester (Eds.), Issues in Chinese language education and teacher development (pp.5-48). Vancouver: UBC Centre for Research in Chinese Language and Literacy Education.
Dziedzic, J. (2012). A comparison of TPRS and traditional instruction, both with SSR. International Journal of Foreign Language Teaching, 7(2), 4-6.
Gold, R. L., McCall, G., & Simmons, J. L. (1969). Issues in Participant Observation. Reading: Addison-Wesley.
Hall, J. K. (1999). A prosaics of interaction: The development of interactional competence in another language. In E. Hinkel (Ed.), Culture in second language teaching and learning (pp.137-151). Cambridge: Cambridge University Press.
Hammerly, H. (1982). Synthesis in Second Language Learning: An introduction to Languistics. Blaine: Second Language Publication.
Herman, D. (2001). Narrative theory and the cognitive sciences. Narrative Inquiry, 11(1), 1-34.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132.
Kariuki, P. N., & Bush, E. D. (2008, Nov). The Effects of Total Physical Response by Storytelling and the Traditional Teaching Styles of a Foreign Language in a Selected High School. The Annual Conference of the Mid. South Educational Research Association, Knoxville, TN.
Kim, M. R., & McGarry, T. (2014). Attitudes to storytelling among adult ESL learners. The Journal of Language Teaching and Learning, 4(1), 15-36.
Krashen, S.D., & Terrell, T.D. (1983). The Natural Approach: Language Acquisition in the Classroom. San Francisco: Alemany Press.
Li, D. (2008). Issues in Chinese language curriculum and materials development. In P. Duff, & P. Lester (Eds.), Issues in Chinese Language Education and Teacher Development (pp.49-69). Vancouver: UBC Centre for Research in Chinese Language and Literacy Education.
Li, N. (2013, July). Is TPRS an Effective Method for Teaching Chinese as a Foreign Language among Young Learners of Beginning Levels? The European Conference on Education 2013, Brighton, UK.
Nam, C. H. (2013, Dec). Turning Chinese Textbooks into Fun Stories Using TPRS Method. The International Conference of Association of Teaching Chinese as a Second Language, Kaohsiung, Taiwan.
Oliver, J. S. (2012). Investigating storytelling methods in a beginning-level college class. The Language Educator, 7(2), 54-56.
Rapstine, A. H. (2003). Total Physical Response Storytelling (TPRS): A practical and theoretical overview and evaluation within the framework of the national standards. Published thesis, Michigan State University, USA.
Ray, B., & Seely, C. (2003). Fluency through TPR storytelling: Achieving real language acquisition in school (3rd ed.). Berkeley: Command Performance Language Institute.
Ray, B., & Seely, C. (2012). Fluency through TPR storytelling: Achieving real language acquisition in school (6th ed.). Berkeley: Command Performance Language Institute.
Richards, J. C. (1990). The language teaching matrix. Cambridge: Cambridge University Press.
Taulbee, A. M. (2008). Twenty Teaching Proficiency through Reading and Storytelling (TPRS) lessons for the Spanish I classroom. Published thesis, University of Arkansas at Little Rock, USA.
Tseng, M. F. (2007). AP® Chinese Language and Culture Teacher’s Guide. New York, NY: The College Board.
Varguez, K. C. (2009). Traditional and TPR Storytelling Instruction in the Beginning High School Classroom. International Journal of Foreign Language Teaching, 5(1), 2-11.
Verhelst, N., Van Avermaet, P., Takala, S., Figueras, N., & North, B. (2009). Common European Framework of Reference for Languages: learning, teaching, assessment. Cambridge: Cambridge University Press.
Walker, G. (1996). Designing an intensive Chinese curriculum. In Scott McGinnis (Ed.), Chinese pedagogy (pp.181-228). Columbus: The Ohio State University National Foreign Language Publications.
Walker, G., & Noda, M. (2000). Remembering the future: Compiling knowledge of another culture. In D. Birckbichler, & R. M. Terry (Ed.), Reflecting on the Past to Shape the Future (pp.87-212). Lincolnwood: National Textbook Company.
Walker, G. (2000). Performed culture. In R.D. Lambert, & E. Shohamy (Eds.), Language policy and pedagogy: Essays in Honor of A. Ronald Walton (221-236). Philadelphia: John Benjamins Publishing Company.
Watson, B. (2009). A comparison of TPRS and traditional foreign language instruction at the high school level. International Journal of Foreign Language Teaching, 5(1), 21-24.
Wolfe, D. E., & Jones, G. (1982). Integrating total physical response strategy in a level I Spanish class. Foreign Language Annals, 15(4), 273-280.
叁、網路資料
《我愛學中文》（2013）。課本介紹。民106年11月15日，取自：http://www.yes-chinese.com/zh-cn/course/home.html?id=4781
國家華語測驗推動工作委員會 （2007）。測驗介紹。民106年12月15日，取自：http://www.sc-top.org.tw/chinese/LS/test5.php
TOCFL華語詞彙通 （2014）。斷詞系統。民107年1月4日，取自：http://huayutools.mtc.ntnu.edu.tw/ts/TextSegmentation.aspx
ACT Government (n.d.). Mandarin Blueprint. Retrieved May 19, 2016, from http://www.det.act.gov.au/__data/assets/pdf_file/0008/796688/Mandarin-Blueprint-Booklet.pdf
ACTFL (2012). ACTFL Proficiency Guidelines. Retrieved December 2, 2016, from https://www.actfl.org/sites/default/files/pdfs/public/ACTFLProficiencyGuidelines2012_FINAL.pdf
AFMLTA (2016). Response to the NSW draft K-10 Chinese and Japanese syllabuses. Retrieved January 5, 2017, from http://afmlta.asn.au/2016/10/29/response-to-the-nsw-draft-k-10-chinese-and-japanese-syllabuses/
Anderson, S. M. (2004). Connecting language and culture through storytelling: A Materials Development Project. Retrieved March 25, 2017, from http://digitalcollections.sit.edu/ipp_collection/161/
Asher, J. J. (2007). TPR: after forty years, still a very good idea. Advance copy of an article which will appear in a future edition of the ETJ Journal. Retrieved October 19, 2015, from http://www.tpr-world.com/mm5/TPRarticles/TPR_after_forty.pdf
Language of the World (2007). Language Difficulty. Retrieved Jan 28, 2017, from http://web.archive.org/web/20071014005901/http://www.nvtc.gov/lotw/months/november/learningExpectations.html
The Official Site of Sweden (2016). Quick Facts about Sweden. Retrieved July 29, 2016, from https://studyinsweden.se/why-sweden/quick-facts-about-sweden/?nabe=6477447614169088:0&utm_referrer=https://www.google.ca/
Waltz, Terry (2014). Madarin Chinese Solution. Retrieved Nov. 27, 2016, from http://www.terrywaltz.com/