華語教師實習——個別式口語教學之糾錯行為探討，以印尼華裔語言學生為對象

TCSL Practicum: An Investigation on Pre-service Teachers’ Correction Behaviors in One-to-one-based Tutoring

本研究目的在探索實習教師個別式口語教學的糾錯行為。研究對象為台灣某校應華系二年級擔任一對二助教教學之實習教師。本研究以教學錄影記錄小老師的糾錯行為，並佐以對實習教師重點訪談及實習腳蹤，並使用內容分析法對所蒐集之資料進行內容分析，了解這些實習教師之糾錯各種行為現象產生的原因。結果發現：一、就糾錯時機而言，實習老師皆能掌握糾錯時機，不會中途打斷或是等到課後才糾正錯誤；二、實習教師多能充分利用輔助方式糾正學生錯誤，企圖保持學生的學習動機。三、在糾錯內容上，實習老師因對語音的掌握度較高，使語音方面的糾錯率偏高；四、實習老師糾錯技巧單一，以小老師為主體的情形佔多數，甚少給予時間讓師生彼此觀察、互動；五、實習老師糾錯回饋比例偏低，可能造成學生因情感因素影響語言習得。建議：一、加強輔導實習教師語音以外的糾錯能力，二、加強輔導實習教師糾錯技巧，減少以教師為主體之糾錯行為，三、提醒實習教師，注意糾錯後之回饋。

The purpose of this study is to investigate the correcting behavior of pre-service TCSL teachers in their one-by-one tutoring. Research objects were pre-service teachers in a TCSL department who were doing their tutoring. Three ways were used for data collection: 1. Video recording of the tutoring process of practicum, 2. Interview of student teachers, 3. Practicum reports done by the pre-service teachers. Five results were found: 1. most pre-service teachers implemented correcting in a good timing. 2. Most pre-service teachers will have auxiliary ways in helping their correcting. 3. Pre-service teachers’ correction mainly focuses on phonetic problems. 4. Pre-service teachers’ seldom use peer-correction and peer-correction techniques in their corrections 5. Pre-service teachers’ corrective feedbacks were few and not clear. Too sum up, pre-service teachers’ correcting behaviors are still very intuitive. Three points were suggested: 1. Pre-service teachers’ should improve their correction abilities other than just on phonetic problems. 2. Pre-service teachers should implement their correction techniques with good flexibility. 3. To remind pre-services teachers to give proper feedbacks to students after corrections.