ChatGPT在華裔學習者漢語學習與教學中的應用

Application of ChatGPT in Chinese Learning and Teaching for Chinese Heritage Learners

10.30050/CLLT.202406_4(1).0002

蔡薇(Wei Cai)；朱鈺(Yu Zhu)

漢語教學 ； ChatGPT ； 華裔 ； 後設認知 ； Chinese teaching ； ChatGPT ； Chinese heritage learners ； metacognition

臺大華語文學習與科技

4卷1期（2024 / 06 / 01）

33 - 52

繁體中文;英文

華裔學習者具有在自然環境中習得的漢語聽說能力和文化知識的優勢，但是對顯性語言規則、正式語體和讀寫能力的掌握則較弱。針對這些特點，本文探討了使用ChatGPT對不同水平和背景的華裔學習者進行漢語教學的輔助作用。在此基礎上將ChatGPT與觀察、引導、展示、寫作與回饋的「OIDWF」五步教學法相結合對學生進行針對不同文體的逐級、分步驟訓練。此外，我們可以使用KWL量表訓練華裔學習者的後設認知知識及後設認知管理。

Chinese heritage learners generally acquire certain Chinese listening and speaking abilities, as well as cultural knowledge in natural environments. However, they often struggle with explicit language rules, formal styles, and reading and writing skills. This article examines the targeted effects of utilizing ChatGPT in Chinese language learning for heritage learners of various levels and backgrounds. The research integrates ChatGPT with the "OIDWF" five-step teaching method-observation, guidance, presentation, writing, and feedback-to provide students with progressive training in different styles. Additionally, by incorporating the KWL scale, the use of ChatGPT can enhance learners' metacognitive knowledge related to persons, tasks, and strategies, as well as improve metacognitive regulation techniques such as planning, monitoring, and evaluation.