華語職前教師多媒體融入線上口語教學設計素養之研究

The study of CSL Pre-service Teachers' Competencies of Integrating Multimedia into Online Speaking Lessons

多媒體融入華語教學日趨普遍，線上教學受限於教學型態之故，教師需具備多媒體融入教學的素養，然而，多數的數位語言教學研究普遍無引用理論架構討論教師的多媒體設計，達學理合一。本研究以Mayer (2005)的多媒體學習認知理論為基礎，分析職前教師線上口語課程設計，特別於多媒體圖像與語文呈現，並歸納職前教師在多媒體輔助語言教學設計是否具備穩定專業能力。研究者由文獻歸納適於二語或外語教學的多媒體設計原則，觀察職前教師課程設計遵守或違反的頻率，並分析討論緣由及職前教師的表現。7位華語教學研究生教師之有效樣本，共35份教學課件為主要研究資料。結果顯示多數的職前教師遵守多媒體原則、強調原則，但易違反時間臨近原則，其次是形式原則，違反一致性與空間臨近原則的為較少。整體論之，每項原則違反與遵守的現象仍不穩定，顯示職前教師對於使用多媒體於教學設計時，仍不穩定且靠直覺，因此，依據本研究結果，提出培訓建議，以為多媒體華語師資培訓參考依據，未來研究建議於本文末說明。

Multimedia assisted language instruction continues to gain increasing attention in the field of teaching Chinese as a second or foreign language (CSL/CFL). In order to create a meaningful learning context that helps language learners develop language proficiency more effectively, it is imperative for language teachers to acquire the knowledge and skills of applying multimedia to instructional design. Unfortunately, many studies related to CSL/CFL multimedia instructional design have not been grounded on solid theories, resulting in unclear direction for designing multimedia materials in teacher training programs. This study applies Mayer's Cognitive Theory of Multimedia Learning as the research framework to investigate pre-service teachers' competencies of using multimedia in online speaking lessons and determine whether those teachers possess sufficient professional knowledge and skills related to multimedia design. The authors first identified the principles for CSL/CFL based on a literature review, then analyzed pre-service teachers' course materials. Thirty-five pieces of multimedia instructional materials from seven CSL graduate students were collected. The results indicated that most pre-service teachers successfully followed Mayer's multimedia principle and signal principle, but did not follow the temporal contiguity principle, modality principle, coherence principle, and spatial contiguity principle. These results demonstrated that participating pre-service teachers did not consistently follow those principles, and have not fully mastered the knowledge of multimedia assisted language learning. Finally, the authors proposed new teacher training procedures to assist with the development of multimedia instructional design skills. Suggestions for future studies are also provided for continued exploration of effective multimedia assisted instruction in foreign languages.