文學融入華語文教學研究現況兼論CEFR的創造性文本指標內涵

The Current Status of Research on Integrating Literature into Teaching Chinese as a Second Language with a Discussion on the Creative Text Indicators of the CEFR

文學不僅承載著豐富的文化內涵，且具有多元視角的解讀空間，可提供跨文化比較、挑戰既有文化框架，從而促進跨文化和批判性文化意識的展開。2018年，歐洲共同語文參考架構（CEFR）推出新版能力指標，增訂了創造性文本與文學的章節，進一步推動文學融入外語教學。然而，文學融入華語文教學的研究仍有發展空間。本研究首先以內容分析法探討新版CEFR中關於創造性文本與文學的能力指標內涵，以了解國際外語文學教學的重點趨勢；再者透過文獻分析近十年來文學融入華語文教學的研究現況，了解國內外華語文教學現況研究趨勢，提出相應建議。研究結果顯示，CEFR鼓勵外語學習者從一般閱讀理解、情感表達、文學分析到創造性文本寫作，以培養批判反思的跨文化理解能力，然從文學分析到創造性文本寫作之間仍存在很大的鴻溝，還需要華語教師提供適切的文學手法和句型作為鷹架，以促進各級華語學習者完成這一系列的文學閱讀與創作學習歷程；另綜觀近十年的文學與華語文教學的相關研究也發現，現階段研究主要集中在古典詩詞和現代散文，並以文本分析為主，教學建議為輔，相對缺乏基於教學行動研究的教材和教法研究，需要更多關注國際外語能力課程大綱所強調的批判分析能力。最後根據上述研究發現提出以文學手法做為鷹架以促進華語學習者的創意寫作能力與批判反思。

Literature not only carries rich cultural connotations but also offers a multi-perspective for interpretation, providing opportunities for intercultural comparison and challenging existing cultural frameworks, thereby promoting the development of intercultural and critical cultural awareness. In 2018, the Common European Framework of Reference for Languages (CEFR) introduced new proficiency indicators, including chapters on creative texts and literature, further advancing the integration of literature into foreign language teaching. However, the integration of literature into Chinese as a second language teaching still has room for development. This study first conducts a literature review of the research on integrating literature into Chinese as a second language teaching over the past decade, and then uses content analysis to explore the contents of the new CEFR proficiency indicators related to creative texts and literature, aiming to understand the key trends in international foreign language literature teaching. Finally, this study compares the current state of Chinese as a second language teaching with the trends in international foreign language curricula's literary language teaching and proposes corresponding recommendations. The findings indicate that the CEFR encourages foreign language learners to develop critical and reflective intercultural understanding through a progression from general reading comprehension, emotional expression, and literary analysis to creative writing. However, there remains a significant gap between literary analysis and creative writing, necessitating Mandarin teachers to provide appropriate literary techniques and sentence structures as scaffolding to facilitate learners at all levels to complete a comprehensive literary reading and writing learning process. A review of related research over the past decade reveals that current studies mainly focus on classical poetry and modern prose, with an emphasis on text analysis and supplementary teaching suggestions, while lacking research based on teaching action and materials development. Research subjects are predominantly intermediate and advanced L2 Mandarin learners, highlighting the need for greater attention to the critical analysis skills emphasized in international foreign language proficiency curricula.