外籍配偶注音符號教學之研究—以北縣一所小學為例

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題名:	外籍配偶注音符號教學之研究—以北縣一所小學為例
作者:	黃心怡
貢獻者:	華語文教學研究所碩士在職專班
關鍵詞:	外籍配偶注音符號教學錯誤類型第二語言教學補救教學
日期:	2010
上傳時間:	2011-11-14 13:16:02 (UTC+8)
摘要:	本研究主要目的在探究外籍配偶注音符號的學習狀況，從中發現學生學習過程中所遇到的困擾與常犯的錯誤類型，進而提出有效而具體的教學策略，提升學生的學習成效。研究對象為北縣一所小學的外籍配偶班16位學生，先透過問卷瞭解學習者是否有注音符號的學習經驗，在教學期間，透過訪談瞭解其學習難點及需求，並以觀察、教師日誌、文件蒐集瞭解學生的學習狀況，蒐集其常犯的錯誤，歸納其錯誤類型，據此設計有效的教學策略及活動進行補救教學，改善學生的學習狀況。研究結果顯示(一)外籍配偶注音符號學習困擾包括缺乏自信、家庭不支持、教材不全然適用，學習常犯錯誤類型有發音錯誤、拼音錯誤、形狀相似混淆及聲調混淆。（二）教師可運用第二語言教學法，如肢體回應教學法、聽說教學法、溝通式教學法和任務型教學法及有效的教學策略協助外籍配偶學習注音符號。（三）透過教師設計的教學活動可以提高學生的學習成效，如延長注音符號教學週數、針對其錯誤類型設計多元教學活動及教材，及提供心理上的支持與鼓勵等。論文最後提出外籍配偶注音符號教學建議及未來研究方向。 The objective of this research was to investigate how foreign spouses in Taiwan learn Mandarin phonetic symbols. The study first identified areas posing difficulties in the process and the patterns of mistakes emerging repeatedly while foreign spouses moved forward with their learning. Concrete and effective teaching strategies were then suggested to enhance learning effectiveness of the participant population. A total of sixteen learners (foreign spouses) from an ele-mentary school in Taipei County comprised the sample students. A survey aimed at understanding their learning experience with Mandarin phonetic symbols was conducted prior to the teaching session. Data were collected through interviews, classroom observations, and teaching journals. Based on these observations, the patterns of the learners’ mistakes were identified, and effective teaching strate-gies and activities were designed for providing remedial instruction to the par-ticipants with the expectation of improving their learning effectiveness . The results of the study show that A. Difficulties faced by foreign spouses during their learning of Mandarin Pho-netic Symbols were lack of confidence, lack of support from family, and in-adequate teaching materials. The patterns of mistakes the learners frequently made included incorrect pronunciation, spelling mistakes, and an inability to distinguish between similar symbols and tones. B. The second language teaching methods, such as total physical response, au-dio-lingual approach, communicative language teaching, task-based language teaching, and other effective teaching strategies could be applied to assist foreign spouses to learn Mandarin phonetic symbols effectively. C. The teaching activities such as extended teaching hours, multi-functional teaching activities and materials specially designed based on the students’ mistake patterns, as well as emotional support and encouragement provided by the instructor, could promote the learning effectiveness of the students. Finally, suggestions on teaching Mandarin phonetic symbols to foreign spouses and directions for further research were proposed at the end of the study.
顯示於類別:	[中國文學系博士班碩士班] 博碩士論文

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