以內容和語言整合學習觀點組構的大學華語聽力課程

Employing CLIL Framework in a Traditional CSL Listening Class of a Tertiary Immersion Program

10.29748/TJCSL.201912_(19).0001

王贊育(Tsan-Yu Wang)

內容和語言整合學習 ； 4Cs框架 ； 引導式輸入 ； 支持式輸出 ； 華語聽力課 ； CLIL ； 4Cs framework ； guiding input ； supporting output ； CSL listening class

臺灣華語教學研究

19期（2019 / 12 / 01）

1 - 19

繁體中文

內容和語言整合學習（ Content and Language Integrated Learning, CLIL）主張以外語學習學科內容，同步提升學生的語言能力及內容理解。本文以內容和語言整合學習觀點和Coyle（2007）的4Cs框架，重新組織大學華語聽力課，以嘗試改善傳統華語聽力課程中較為單向的訓練模式與偏重記憶的測驗形式。教師在教學時提供學生引導式輸入（guiding input），分段拆解真實語言材料之概念和語言，協助學生掌握標的材料。教師也提供支持式輸出（supporting output）的機會，輔導學生以口說和書寫的方式設計問題交互詰問。本課程的操作經驗顯示學生的提問涉及不同層次的認知活動，並帶起有意義的互動。聽力的養成固然立基於聆聽時的理解，但促使學習者產出多元且有意義的語言輸出也相當重要。當輸入和輸出互為回饋，即能自然兼顧內容及語言的整合。

Content and language integrated learning (CLIL) is an educational approach in which an additional language is used for learning both content and language. In the practice, learners can improve their understanding of content knowledge through teachers' guiding input, as well as their language abilities through teachers' supporting output. In the traditional CSL listening class, teachers tend to use one-way listening tasks introducing listening content, along with the memory-based questions as the post-listening comprehension test. In this paper, we re-designed an undergraduate CSL listening class by employing CLIL and Coyle's (2007) 4Cs framework. Authentic materials were presented along with analyzed content concepts and linguistic forms. Students were encouraged to raise cognitively challenging questions for discussion. The forced output activity engaged students at various levels of cognitive processing. Students' language outcomes demonstrated the reconstructed understanding of the concepts. The meaningful exchanges among students suggest that the goal of a listening class may be listening comprehension, but the path to the goal can involve active speaking that encourages different levels of cognitive processing.

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