法語編寫的華語教材在地化：以法語區中學生初級華語時貌教學為例

Localization of Chinese textbooks in French: teaching aspect markers to French-speaking secondary-school students as an example

本文透過瑞士法語區一線教師的在地經驗，體認華語課進入歐洲主流中學體制，須與歐洲語言學科競爭並居於弱勢的事實。為探討原因，筆者以初級華語時貌標記“了”、“過”、“著”為例，比較分析現有當地法語編寫的華語教材；並參酌分析當地歐語教學政策以及歐語教材，歸納歐語教學的優勢在於：1.教學語法術語已統一固定。2.以動詞變化為教學共同主軸，由易到難的學習規律循序進行。因此，建議一線教師面對多重歐語背景之學習者進行初級華語教學時，必須建立穩定而一致的教學語法體系，方有助開展華語教材教法之在地化。

In some areas of Europe, such as French-speaking parts of Switzerland, Chinese language programs are not yet fully established in secondary schools because of competitive disadvantages against European language instructions. To investigate the background of the situation, this paper focuses on the teaching of elementary Chinese aspect markers 'le', 'guò', and 'zhe' for French speakers by a comparative analysis of Chinese teaching materials in French, local European language teaching policy in Switzerland, and European language materials in general. Advantages of European language instructions include: (1) Grammatical terms are mostly regular and formulaic. (2) Conjugation of verbal forms is the guiding principle of instructional design. Thus, it is recommended that local Chinese teachers for multiple European language speakers establish a stable and consistent teaching grammar system in favor of localization of Chinese teaching materials and instructional methods.