華語教材設計之二位與三觀

A Multi-Perspective on the Design of Chinese Textbooks

本文例舉《Progressive Chinese: Intermediate Course 1, 2》的編撰歷程，闡述華語教材編撰「二位三觀」的複合式框架，並藉此提供相關同業人員在設計、選用教材時的重要評斷依據。長期以來，以學習者為中心的華語教學一直為學界所讚許和追求，但若僅以師者規範性要求看待該概念，學習過程必然有難以引起共鳴的時刻。教材承載了教學實踐的基本藍圖，教材的編寫同理不能不聽取學習者內心真實世界的獨白。進一步而言，為增加華語教材的適用性，編撰者往往會採用客位視角，參考接納專家學者的科研結果，設計強化目標語質和量的輸出活動。除此之外，教材編撰者也應該採用另一種主位視角，了解華語學習如何體現學習者們的語言價值觀、受制於身處國度的何種社群規範。唯有對於學習者有深度的掌握，教材編寫出的內容和情境才能確切滿足學習者的實際需求。本文將援引美國外語教學委員會所制定的語言能力標準、近期華語景觀學以及華語自我形象等的研究結果，來論述新出版的華語教材《Progressive Chinese: Intermediate Course 1, 2》是如何結合施教者的客位視角和受教者的主位視角來設計學習內容和學習任務，並藉由此案例來推廣符合現今高度全球化時代的華語教材編輯新方針。

By way of illustration, this paper introduces the newly published textbook series,“Progressive Chinese: Intermediate Course 1, 2,”and presents the diverse insights, taken by the textbook editors, into the learning processes that unfold among U.S. adult learners. As an everlasting ideology in Chinese education, the‘student-centered pedagogy’is conventionally interpreted from a prescriptive (etic) perspective. The issue that may ensue will be the mismatch between the educator’s hypothetical expectations and the learner’s true feelings relative to learning Chinese as a foreign/second language. The paper argues that the key to securing the learner’s resonance is to take a comprehensive and descriptive (emic) perspective on their internal wants and needs that emerge from the micro, mesa, and macro aspects of their life circles. The framework of multi-perspectives on material design is believed to be the key to publishing the type of Chinese textbooks that align with today’s highly globalized era. Cited in the paper are four bodies of literature that help to elucidate the etic and emic perspectives on intermediate Chinese learning in the U.S.: (1) the language proficiency standards by the American Council on the Teaching of Foreign Languages, (2) the Chinese learning objects implemented at the Middlebury Language School of Chinese, (3) Chinese linguistic landscape studies, and (4) Chinese L2 motivational self-system.