臺美兩地華語教師之任務型教學認知理解與推動現況研究

Chinese Language Teachers' Perceptions and Implementation of Task-based Language Teaching in Taiwan and the US

任務型教學雖為目前華語教學的主流方法之一，但在應用上各教學現場常存有差異。本研究探討臺灣及美國兩地華語教師對任務型教學的認知理解，以及在操作執行任務活動時的觀點與信心程度。受試者包含兩地大學的華語教師共292位，採線上問卷方式蒐集資料，並以費雪精確檢定（Fisher’s Exact Test）為檢測工具。結果顯示，兩地大學華語教師對任務型教學皆有適當的認知理解，但程度上有所不同，在執行任務活動的觀點上也有顯著差異。另外，兩地教師在執行任務型教學活動的自我信心程度上均呈現高度信心表現，但在不同任務項目有顯著差別。本文最後回應Thomas（2015）弱式版本（weak version）之任務型教學論點，以突顯臺美兩地任務型教學因地制宜之操作彈性。
（本文於2020.03重新修訂）

Task-based language teaching (TBLT) is a mainstream language teaching method in the field of teaching Chinese as a second/foreign language (TCSL/TCFL). However, there is considerable variation in classroom application. Thisstudy investigates perceptions, perspectives, and confidence levels of TCSL/TCFL teachers in Taiwan and the United States who implement TBLT in their classrooms. An online survey was administered to 292 TCSL/TCFL teachers at colleges or universities, and Fisher’s Exact Test was used to statistically analyze survey responses. Results showed that TCSL/TCFL teachers in both groups demonstrated appropriate understanding of TBLT; however, the groups differed significantly in degrees of understanding and perspectives on implementation. Furthermore, although both Taiwanese and U.S. teachers were confident in task implementation, their confidence levels differed in various aspects. Responding to the argument and approach of Thomas (2015), the study verifies the applicability of the weak TBLT version and flexibility of its implementation in Taiwan and the United States.
（本文於2020.03重新修訂）