故事創作引導成語學習：一個「課立優」的教學示例

Learning Chinese Idioms via Storytelling: A CLIL-Based Approach

成語以精簡文字投射思想，學習成語不僅要了解成語的典故（文化內容），也須掌握成語的語言特性。本文嘗試以內容語言整合學習（Content and Language Integrated Learning, CLIL，譯為「課立優」）的4Cs框架（Content, Communication, Cognition, Culture），為臺灣美國學校的二語學習者設計成語學習活動。該活動利用線上圖庫激發學生於課堂中討論適用的成語，並表達想法；再以圖片串連和寫作引導表格的方式帶領學生進行故事創作。從母語者的評閱結果可以看出，學生的創作中會有字、詞、句法上的錯誤，或語意不清，但是在故事情境背景說明及故事完整度方面則掌握得不錯。此結果說明學習者的語言運用或許還不夠精準，但可掌握故事的敘事鋪陳。CLIL’的4Cs’框架提供教師設計學習活動的依據，確保這些活動能增加學生思考成語適用的機會，也提高他們敘事的邏輯。
（本文於2020.03重新修訂）

Idioms are short phrases that carry rich cultural contents and oftentimes figurative meanings. As such, they are particularly difficult to learn and pose a great challenge for L2 teachers and learners alike. In an effort to build the literacy skills of L2 learners seeking to achieve advanced placement in Chinese at an American school in Taiwan, the present study conducted a short-term three-week course that focused on Chinese idioms. The design of the course followed Coyle’s 4Cs framework of Content and Language Integrated Learning. Using an online gallery of pictures, the course started with students’ discussion about the idioms, including which ones to use in different situations, while guiding them through a writing format for developing narrative texts. The students were then asked to create stories around a Chinese idiom by rearranging and linking the pictures. Native speakers’ evaluation of these stories indicates that despite some errors in characters, words and grammar, the students demonstrated clear understanding of the idioms and good organization of the narrative form. The CLIL 4Cs framework provided a useful scaffold for the teacher to design activities that provided opportunities for the students to comprehend the idioms in the context of a logical narrative.
（本文於2020.03重新修訂）