網路科技與參與學習：三種網路工具在中文教學中的作用

Participatory Learning and Internet Technology: The Use of Three Web Tools in TCFL

10.29748/TJCSL.201106.0001

靳洪剛(Hong-Gang Jin)；路聖潔(Sheng-Jie Lu)

網路科技 ； 參與學習 ； 互動教學 ； 中文習得 ； internet technology ； participatory learning ； interactional teaching ； Chinese acquisition

臺灣華語教學研究

1期．總第2期（2011 / 06 / 01）

1 - 22

繁體中文

本文旨在調查研究參與性網路科技在語言教學及中文教學中的作用。本文選擇了三種常用的網路工具進行比較、分析，以便瞭解各種網路工具在中文教學中所提供的參與度、互動性及其目標語使用機會。這三種網路工具分別為：（1）討論板；（2）博客；（3）Skype。21名在美國學習中文的大學生參與了本項調查。本項調查的結果對電腦網路輔助教學及中文教學領域有如下幾個方面的貢獻：（1）本項研究進一步證實參與性網路工具可以促進學習者積極參與各種互動學習；（2）本項調查還證實，如果教學設計合理，由參與性網路工具引起的參與學習可以提高學習者接觸、使用目標語的機會；（3）本項研究提出7評估網路工具的參與度及互動性的六項標準；（4）與此同時，本調查還建立了一套測量網路工具參與度及互動性的衡量系統。

This study explores Chinese language learning and instruction in a technology-rich, collaborative and participatory learning environment. Specifically, we compared and analyzed three types of participatory web tools for learning Chinese as a foreign language (CFL) in order to understand each tool's participatory functions, interactive features and impact on target language use. The study involved 21 U.S. undergraduate students who are learners of CFL. The three participatory web tools studied were discussion boards, blogs, and Skype.This study contributes to the field of technology-assisted language education and to the teaching CFL in four ways: (1) by providing evidence that the use of participatory web tools promotes participatory learning and authentic interaction; (2) by showing that if the pedagogical design is sound and the use of technology is appropriate, participatory learning that has been facilitated by participatory web tools increases learners' target language use; (3) by developing six standards for evaluating the degree of participation and interaction induced by different web tools; and (4) by establishing a system to measure the degree of participation and interactivity induced by web tools used in second language instruction.

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