視訊華語文化課堂之口語糾誤有效策略

An Efficient Strategy for Correction of Speech Errors in a Cross-Cultural CSL/CFL Video Conferencing Classroom

10.6393/JCLT.201209.0101

朱我芯(Wo-Hsin Chu)

糾誤 ； 口語偏誤 ； 視訊會談 ； 內容取向教學 ； 話輪轉換 ； error correction ； speech errors ； video conferencing (VC) ； Content-Based Instruction ； turn-taking

華語文教學研究

9卷3期（2012 / 09 / 01）

101 - 136

繁體中文

視訊會談重要地提供了二語學生與母語者的跨文化交流機會，同時也能有效增進學生的目標語口語能力。然而，視訊環境有其特殊性，師生之口語溝通較難借助於肢體語言，話輪轉換也不如面對面溝通時順暢，因而其口語糾誤的難度遠高於教室環境。本文參考英語教學（ESL/EFL）既有之教室口語糾誤研究，並考量視訊環境的特點，發展出視訊華語生活文化課堂的口語糾誤策略。為驗證糾誤策略之實務效度，本文透過質證研究，針對國際學生進行了12堂視訊試教實驗，而後將試教側錄檔轉錄成逐字稿，以內容分析法進行編碼分析。數據統計結果發現：偏誤頻率以詞彙最高，語法次之：語音、活動程序、文化知識之偏誤不多；口誤、漢字認讀、語用之偏誤極少。在各類偏誤適用之糾誤法方面，凡詞彙、語法、語音、活動程序、漢字認讀等糾誤，皆以「正確重述法」最為適用；文化知識則宜採「引導自悟法」與「知識解說法」。在糾誤法之使用比例方面，以「正確重述法」最高，「知識解說法」次之；就糾誤成效而言，得到學生積極修正比例最高的也是這兩種糾誤法。經與英語教學之既有研究對照後發現，在內容取向教學的華語視訊教學與英語教室教學中，「正確重述法」皆為最理想的口語糾誤法。據此實證成果，本文結論提出了「視訊華語文化課堂口語糾誤策略」，將有助於視訊師資培訓之課程規劃，並可提升視訊華語教學品質。

In second or foreign language education, video conferencing (VC) provides a vital opportunity for students to engage in cross-cultural communication with native speakers of the target language. However, due to some inherent limitations in the VC environment, teaching techniques signifïcantly differ from face-to-face classroom instruction. This article develops a strategy for correcting speech errors in Chinese language daily-life culture VC classrooms. In order to test and verify the correction strategy's true degree of effectiveness, this study has gathered a substantial body of research evidence via conducting twelve VC classrooms (occurrences) of teaching trials for international college students. These trial VC recordings were thereupon transcribed verbatim into manuscripts and statistical analysis of the encoded data found the following: the frequency of incorrect vocabulary usage was the most frequent type of error, followed by grammatical errors in second place. Errors made in use of vocabulary, grammar, pronunciation, etc., were most suitable for correction via ”Recasts,” whereas cultural knowledge errors were better suited for correction through ”Elicitation” and ”Knowledge Exposition”. In comparatively examining the results of this study with ESL/EFL research, ”Recasts” were the most ideal method of speech error correction. This article would fïnally like to address that the evidence will be highly beneficial to VC teacher training program curricula, while simultaneously enhancing the quality of Chinese language VC instruction.

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