評估溝通式教學法之有效性：以中文是第二外語的初學者之個案研究為例

Examining the Effectiveness of the Communicative Language Teaching Method: A Case Study of the Beginners' CSL Classroom

The aim of this article is to examine the effectiveness of the Communicative Language Teaching Method (CLT) in a beginners' Chinese as a second language (CSL) classroom. The study was carried out at the University of Southern California, and 16 students were observed. Notes were taken on the lecturer's teaching methods, and the students' reactions. After observing the beginning level of a CSL class three times in a month and interviewing 12 participating students, the conclusion is that it is effective to adopt CLT in a beginners' CSL classroom. However, when CLT is used in a Chinese as a second language environment, the teacher might need to adapt their teaching method to make minor adjustments in order to facilitate beginning learners' mastery of Chinese. In addition, the teacher needs to pay more attention to ''focus-on-form'' while adopting CLT in the CSL classroom because CSL learners have limited exposure to the target language.

這篇文章主要在評估溝通式教學法在中文是第二外語的初學者之有效性，研究是在美國的南加州大學執行，參與的學生有16人。在經過三次的課室觀察及12個參與學生的質性回饋後，發現溝通式教學法在訓練學習者語言運用的流利度有相當程度的效果，唯在中文是學習者的第二外語的環境下，教師在採用此教學法時應略為調整其教學方式，即文法結構的教學應要帶入，因中文是第二外語的學習者其由於環境的受限，能夠練習的機會較少，因此透過教學方式的些微調整，更能助長其在中文的學習的精確度。