分析台灣人日語教師的會話課——從師生互動之觀點來探討

Analysis of Taiwanese-teachers’ conversation classes: from the Viewpoint of “Interaction”

本研究的目的是：從師生互動之觀點，來分析台灣人日語教師在會話課裡的師生互動實態，並藉由客觀的數據來指出教師本身沒察覺到之問題點，進而有助於教學之改善。具體而言，以台灣5所大學的10位台灣人教師20堂會話課為研究對象進行上課觀察，並採用外語師生互動分析系統來進行分析。其結果顯示台灣人教師會話課之特徵為：（1）教師主導型會話課、（2）有母語中心會話課傾向、（3）學生自發性發言過少、（4）師生間缺少活潑的互動。針對以上問題點本研究提出會話課之改善對策為：（1）簡潔地說明、（2）多使用學生學過之日語來授課、（3）教師多採用間接性行動，來增加學生的自發性發言、（4）致力於教室氣氛之營造。

The goal of this research is to analyze the real situation of Taiwanese Japanese­teachers’ conversation classes in quantity from the viewpoint of interaction; and to point out problems teachers do not find out by objective numeral value so that it would be helpful to the improvement of classes. Concretely, this research is taken by observing 20 conversation classes which are being in charge of by 10 Taiwanese teachers at 5 universities in Taiwan, and take Foreign Language Interaction System to analyze. The result shows the characteristics of Taiwanese teachers’ conversation classes are (1) the teacher is a leading role, (2) mother tongue is ruling in conversation classes, (3) students’ active speaking is too seldom, (4) it lacks for animated interaction between teachers and students. To solve the 4 problems, what this research points out are: (1) to explain succinctly, (2) to use more vocabularies, grammars which students have learned to teach, (3) to take more indirect action to make students speak actively, (4) to make effort in making the atmosphere in classroom.