專為非日語專攻學習者的課程設計 —透過製作作品培養日語運用能力的可能性—

A Japanese Language Course Designed for Non Japanese Major Learners—Possibility of Developing Japanese Language Skills Through the Production of Works—

第二外語的基礎日語課程由於授課時數及大班級等的限制，相較於產出活 動，輸入活動較容易掌控的關係，一般皆以輸入活動為課程中心。在這樣以輸 入活動為中心的課程之下，筆者觀察到第二外語基礎日語課程的學習者，相較 於理解能力，口頭及產出能力的發展較為緩慢。近年，初級課程中的整合運用 活動逐漸受到重視，課程中導入整合運用活動說不定能作為解決該問題的方法。 因此，本此實踐中，為了發展學習者的基礎口說及產出能力，在原本的課程中 加入筆者自身針對第二外語基礎日語課程學習者而設計的整合運用活動（朗讀 劇作品製作），並由情意、認知、技能三個面向進行分析考察。 由此次分析考察的結果得知，導入整合運用活動的基礎日語課程，不僅提 升日語能力，同時也能培養基礎口頭及產出能力、增強學習動機及促進團隊合 作。雖然關於實施及支援的方式仍有改進空間，但此次實踐結果可以說是在整 合運用活動導入第二外語基礎日語課程的可能性上獲得了初步成果。

 

In basic Japanese classes as a second language, input is usually the main focus because input is easier to control than output due to limitations such as the number of class hours and the large number of students. As a result, the development of oral and production skills tended to be slower than comprehension skills. As integrated activity from the beginning level are also becoming more and more important, integrated activity is a possible solution to this problem. Therefore, in this study, the author devised a syllabus that incorporates an integrated activity (production of a reading play) for learners of basic Japanese so that they can develop their oral and productive skills. From the results of this study, it was found that the basic Japanese class with integrated activity was effective in fostering not only Japanese language skills but also basic oral and productive skills, improving motivation, and promoting teamwork. Although there is room for further study in terms of implementation and support, it can be said that we have obtained some initial results that will enable us to design classes for non-Japanese majors that incorporate integrated activity.