華語語言文化認知教學：結合概念結構進行租房活動練習

Language, culture, and cognitive approach to TCSL--introducing conceptual structure of renting a place to pre-task activities

本文主要以事件概念架構鞏固第二語言聽說能力，搭配三種溝通模式，提供學習者針對性的練習、回饋與評估，結合形音識記與意義識記，提供實用信息並教導學習者如何使用特定句型獲取信息，並能進行有效得體的回應。本文以租房概念結構之語言與文化分析，設計模擬租房任務前活動練習，練習的部分著重在聽力及口語溝通能力的訓練，整體設計關注記憶與第二語言學習的關連。概念結構可協助第二語言學習者把短期記憶中的信息組成有意義的單位，有利於將信息轉存為長期記憶。第二語言口說能力與運動記憶相關，口說能力的培養需要相關信息呈現一定的強度和重複，未來希望透過在不同情境強化同一句型，協助學習者將短期記憶有效轉化為長期記憶。

In this paper, the framework of mental structure (Jackendoff 2007) is used for facilitating second language listening and speaking training. With three modes of communication, learners can work on activities which suit their needs and their language proficiency level. Combined with visual stimulus, audio sound play and meaningful learning materials which are organized into a mental conceptual structure. The analysis of the conceptual structure bringing language and culture information to the learners in a full picture. Learners can understand the renting event, containing what information structures, and what sentence patterns and vocabulary are required when expressing a certain concept. The overall design not only concern the listening and speaking activities, but also the information processing (both comprehension and expression) to second language learning. Conceptual structure can help second language learners gain meaningful units of information to store in their short-term memory. After reinforcement and repetition, information can be encoded in long-term memory. Second language speaking ability is related to motor memory, to be able to speak fluently, learners requires a great amount of meaningful practices. Practicing the same sentence pattern in different contexts and employing the memory method for music recital, one can memorize dialogues in a similar way.