發展為西班牙語人士設計之國別化數位華語教材

Development of Country-Specific Digital Materials for Spanish Learners of Chinese

李郁錦(Yu-Chin LI)；陳振宇(Jenn-Yeu CHEN)

國別化 ； 語別化 ； 數位化 ； 華語教材製作 ； 西班牙語人士 ； 適性化 ； Chinese as a foreign language (CFL) ； material development ； digitalization ； country-specific ； language-specific ； adaptive language material design

華語文教學研究

15卷1期（2018 / 03 / 01）

117 - 143

繁體中文

華語教材內容的「數位化」及「國別化」是現今華語教材的重要趨勢。優質的國別化教材，需以跨語言、文化及社會研究為基礎，以跨國合作進行編撰。數位化教材快速成長則有目共睹。有鑑於二者的重要性，卻鮮少被同時納入考量；本文透過行動研究，以世界第二大母語－西班牙語為教學語言，以跨國團隊合作方式，探索國別化數位華語教材製作的各個環節，主要分為：市場勘察（前）、教材製作（中）及使用者意見搜集（後）三個研究階段。研究結果發現許多當初始料未及的意見回饋，可歸納為四大類：（1）教材內容設計重點與盲點、（2）教材成效取決於使用者理念、（3）教材國別化的必需性及（4）數位教材軟、硬體困難的克服。本研究在數位教材優勢的展現及與紙本教材無縫接軌、將跨語言、跨文化比較研究成果融入國別化教材編製，以及應用新的教學理論提升教材品質上，皆有嘗試性的突破，冀希為未來其他研究提供借鏡。

Today, ＂digitalization＂ and ＂country-specific＂ material design are two of the main trends in the development of teaching Chinese as a foreign language (CFL) materials. However, up till now, these two perspectives have been like two parallel lines, rarely considered in conjunction when developing CFL teaching materials. Furthermore, CFL materials are rarely developed based on intercultural, cross linguistic or social studies, or through international cooperation. Therefore, in this research, we use the Action Research Method to study digitalized country-specific CFL materials. For language-specific adaption, we took Spanish, the second largest native language in the world, as our teaching language. We explored every stage of material development, which was mainly divided into three phases. Firstly, we collected 191 surveys from Chinese adult learners about their Chinese learning experiences and opinions. To learn from the experiences of others, we also analyzed 15 hardcopies and digitalized foreign language materials. Secondly, we developed a digitalized country-specific Chinese teaching material prototype (website: http://chinoplus.liveabc.com). Lastly, in the pilot study, we applied two main research methods: The focus group method (25 participants); and a semi-open survey with both 15 teachers and 37 students, who participated in the pilot teaching with our prototype material. The result showed that both teachers and students reacted positively to this kind of material design, and find it useful for their teaching and learning. The results of this study, some of which were different from our expectations, can be categorized to four types: (1) material content, (2) user, (3) country-specific design, (4) digitalization. This study also presents some breakthroughs in the application of new theories of teaching and material digitalization, which can hopefully offer new perspectives for other studies.

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