英文摘要 |
The level of the instructional design in this study was set from A2 to B1 of the Common European Framework of Reference for Languages (CEFR); the participants comprised a group of ”live and learn” senior citizens in France who were enthusiastic about learning Mandarin. Because the students possessed a preliminary background in the language, the content of this instructional design entered on the festive cultures of Taiwan and France. We attempted to enhance student interest in learning Mandarin by leveraging the curiosity caused by cultural differences. Students often feel that learning is too difficult, and eventually abandon their studies. To overcome these feelings, we attempted to expand student knowledge and awareness of the customs and habits of foreign countries while teaching Mandarin. The proposed curriculum was designed to gain an understanding of the learning situations of the students based on local testing conditions, compiling relevant Mandarin Chinese teaching materials for the future. The instructional design involves a combination of media: the Internet, Moodle teaching platform, and Skype, allowing students to acquire extended course information, generating additional opportunities for learning self-evaluations, and fostering contact between the teachers and students in Taiwan and France. The teaching activities comprised songs and competitive games, and the afterschool program included self-assessment exercises. Before and after the course, pretest and posttest questionnaires were conducted. A focus group interview involving open-ended and progressive questions and lasting approximately 40 minutes was arranged after the course, and 2 feedback questionnaires were analyzed. The results show that student learning effectiveness increased, and was strongly correlated with interest in learning. |