「混合性文學L2教學模式」於大學僑外生國文課的教學實踐──以轉化修辭為例

The Application of Mixed Literary Second Language Teaching Approach in Chinese Teaching for International Students -- Examples from Metonymies

混合性的文學融入第二語言教學觀已得到越來越多學者的肯定，但如何整合、落實仍缺乏系統性的教學實踐研究。故本文混合文學外語教學研究的四大途徑為教學模式，以轉化修辭的具象化手法為切入點，跨文化溝通能力的提升為教學目標，採行動研究方式於研究者開設之僑外生國文課程中，在「混合性的文學融入第二語言教學模式」下，共進行上下學期各18週的修辭讀寫教學運作，最後透過分析32份學生的轉化修辭具象化手法作品、課堂反思以及教室觀察日誌，探討此模式在異質性高的大學僑外生國文課中對於學生華語能力與跨文化能力的可能影響。

The Mixed Literary Second Language Teaching Approach has been affirmed by many scholars. However, it is still lacking in systematic teaching practice on the combination and implementation of such approach. Therefore, the four major approaches to the study of Mixed Literary Second Language Teaching Approach, namely: Text, Language, Context and Reader Approach (TLCR) are used through visualizing method, with the teaching goal of improving intercultural communication ability. The purpose of this research is to understand the influence of this approach on Chinese language ability and intercultural competence of students in a highly heterogeneous international students’Chinese class. In this qualitative research, an 18-week Mixed Literary Second Language Teaching Approach (TLCR) was applied to a Chinese class for international students. It was two semesters long with a total of 34 times of TLCR rhetoric literacy teaching. The study included rhetoric assignments on metonymies from a 2 semester foreign Chinese class with a total of 32 international students. The feasibility to apply this model on students' Chinese learning was analysed with teacher observation log, 32 students' rhetoric assignments and students' self-assessment. Students’ability to develop Chinese language and intercultural competence in a foreign Chinese class was also analysed.