談非外語系大班級第二外語課的教學策略

Strategies of Second Foreign Language Teaching in a Big Class of Non-Foreign-Language-Department

10.29702/JJFL.201207.0007

葉聯娟(Lien-Chuan Yeh)

大班級第二外語教學 ； 學生本位的教學 ； 學習動機的建立 ； 學習行為的改變 ； 多元教學法 ； second foreign language teaching in a big class ； learner-centered teaching ； establishment of learning motivation ； change of learning behavior ； diverse teaching methods

輔仁外語學報

9期（2012 / 07 / 31）

155 - 175

繁體中文

愈來愈多大學非外語科系因應國際化與全球化的趨勢而開設第二外語課程。本文作者自九十九學年起擔任輔大財法系開設之德文課程，此德文課為「非外語系」、「學生數超過60位的大班級」必修課。本文將根據該課程中實驗教學的經驗，陳述第二外語大班級教學的困難，探討如何依據課程的學習目標、學生特性及課程其他條件進行多樣化的教學活動來協助學生建立有利的第二外語學習行為，達到較好的課程效果。此課程以「聽、說、即時譯」、「模版對話」、「文化對比擂臺」、「語言學習遊戲」、「語言協同肢體教學」等方法組成的教學法模組力求突破大學非外語系第二外語大班級必選課教學條件帶來的限制。學年開始該課程就面對一些學生明白表達欠缺動機和不看好自己對該課程學習的投入等問題，但課程執行後在學期末分別得到學生教學評量4.80分和4.83分的高度肯定，第二學期期末問卷中65%的學生表示自己高度參與了該課程、33%的學生表示自己的參與度為中等，93%的學生在問卷中回應「有機會願意再接觸德文」。

In accordance with the tendency of internationalization and globalization, more and more universities offer second foreign languages curriculum. Since fall semester 2010 the author of this article has been teaching German in the Department of Financial and Economic Law. This Course is an obligatory course of ”non-foreign-language- department” and is taught in ”a big class of over 60 students”. According to the teaching experiences, the author will state the teaching difficulties with a big class and will discuss, based on curriculum study goal, students' characteristics and other curriculum conditions, how to use diverse teaching activities to help students establish a good second foreign language learning behavior and achieve a good learning effect. In this course the following methods ”Hearing, Speaking and Translating”, ”Dialog Schema”, ”Culture Contrast Sketch”, ”Language Learning Plays” and ”Total Physical Response” are applied to break the limit of the teaching conditions with/in a big class. Right at the beginning the teacher faced many problems. Some students lacked motivation and did not want to invest their time for this course. But after the application above mentioned teaching activities had been applied, this course got high recognition in students' evaluation: 4.80 and 4.83. In the questionnaire at the end of the summer semester, 65% of students said, that they participated in this curriculum highly, 33% participated moderately and 93% of students answered, that they are willing to learn German again, if there is an opportunity.

1. 葉聯娟(2009)。兩岸學生德語詞彙學習行為的一致與差異。台德學刊，16，128-154。
   連結：
2. Albert, Ruth(2006).,Philipps-Universitat Marburg.
3. Atteslander, Peter(2000).Methoden der empirischen Sozialforschung.Berlin:Walter de Gruyter GmbH.
4. Bohn, Rainer(1999).Probleme der Wortschatzarbeit. Fernstudieneinheit 22. Fernstudienprojekt zur Fort-und Weiterbildung im Bereich Germanistik und Deutsch als Fremdsprache.Berlin:Langenscheidt.
5. Edmondson, Willis J.,House, Juliane(2006).Einführung in die Sprachlehrforschung.Tübingen:Francke Verlag.
6. Larsen-Freeman, Diane、毛佩琦譯(2007)。英語教學法大全。台北:師德文教。
7. Mills, Geoffrey E、蔡美華譯(2008)。行動研究法：教師研究者的指引。台北:學富文化。
8. Storch, Günther(2001).Deutsch als Fremdsprache-Eine Didaktik: theoretische Grundlagen und praktische Unterrichtsgestaltung.München:Wilhelm Fink Verlag.
9. Yang, Jianpei,Loo, Angelika(2007).Vom Notfall zur Innovation? Zur Groß-gruppendidaktik im chinesischen DaF-Unterricht.German as a Foreign Language,3,73-90.
10. 王雲東(2007)。社會研究方法─量化與質性取向及其應用。台北:威仕曼文化。
11. 張善禮(2002)。高中德語課程原理芻議。德漢語用對比及德語教學論文集，台北:
12. 張善禮(2002)。德語地區與台灣地區日常對話的「開談」、「結談」例行行為及儀式行為。德漢語用對比及德語教學論文集，台北:
13. 陳李綢、郭妙雪(1998)。教育心理學。台北:五南。

1. (2022)。臺籍高齡者參與情境式韓語學習之成效研究。樹德科技大學學報，24(1)，91-110。