達成「Can-do」目標之課程大綱的探求──交涉會話型之會話課程大綱之基礎研究

Examining the Syllabus to Accomplish the Goal Described In ''Can Do''-Terms-An Implication for Transactional Conversation

為使CEFR中「Can-do」項下所述目標之指導過程及評量基準更為明確，有關課程大綱（syllabus）之基礎研究不可或缺。本文以台灣學生於接觸場面應有語言行動中之「能變更約束」為焦點，檢證課程大綱。本文首先論述尾崎（1996）提案之以談話開展及會話技術 為基礎之教學大綱的架構並分析以其為基本所作成之課程進行練習之三位學生各自與他人的會話。分析結果發現，參與之學生雖能回合式地一來一往對話、並以自己的方法完成課題，但在主要部分之交涉對話中，有關由說明變更約定之理由轉換為請託之話語管理不夠成熟、依相對人區分使用詞語之社會言語能力有所不足、未能充分表達確認變更前之約定等處，仍有須注意之處，因此進行了課程大綱之修正。另外，本文確認了達成「Can-do」之課題的指標、並彙整了指導時應注意之事項。不僅限於接觸場面時之交涉會話，完備交流會話、情報型交談之課程大綱為今後應完成之課題。

Developing and refining syllabus is indispensable for both clarifying teaching process and establishing the evaluation criteria to accomplish the goal described in “Can do''-terms presented by the CEFR.In this paper, first I discuss the framework of syllabus based on the types of discourse development and conversation techniques, which OZAKI (1996) proposed. Then I analyze the utterances of three students who practiced the conversation “changing a appointment'' using the syllabus designed for students to perform demanded task in a contact situation.The analysis revealed that there are some week points on discourse management, social-linguistic language use and expressing the reference to previous appointment in students utterances.Lastly I present the modification of syllabus and the prerequisite to accomplish the goals. In order to develop and examine the syllabus used for Taiwan's contact situation, it would be crucial to examine not only transactional routines but also interactional routines and information routines.