基於系統功能語言學之對外越南語B1、B2級語法課程設計與教學實驗研究

The Design and Pedagogical Experimentation of a B1-B2 Vietnamese Grammar Course for International Learners: A Systemic Functional Linguistics Approach

目前，越南針對外國人之越南語語法教學教材普遍存在一項侷限，即過於偏重學術理論性，而未能有效培養學習者之實際溝通能力。為克服此一問題，本文引入系統功能語言學（Systemic Functional Linguistics，SFL）之理論框架。SFL作為一種強調語言與語境關聯、具高度應用價值之語言學理論，為語言教學提供了嶄新的視角與方法。基於此，本文首先闡述SFL的核心理論基礎，進而將該理論應用於外國人越南語B1、B2水平語法課程之教學設計中，並進行教學實驗之實證分析。在研究過程中，本文亦呈現所設計課程之實驗教學結果，以評估其可行性與教學成效。研究結果顯示，基於SFL理論之語法教學在促進語言形式與語境整合方面具有顯著優勢，並能有效提升學習者之交際能力。本研究不僅驗證了SFL在對外越南語語法教學中的應用價值，亦為建構具實證基礎之教學模式與現代化教材編寫策略提供理論與實踐依據，從而有助於提升對外越南語教學之整體品質。

At present, Vietnamese grammar teaching materials for international learners in Vietnam are largely constrained by an overly academic approach, which does not adequately foster learners’communicative competence. To bridge this gap, this study adopts Systemic Functional Linguistics (SFL), a highly practical and context-bound linguistic model, to design a B1-B2 Vietnamese grammar course for international learners. Consequently, the article elucidates the core theoretical constructs of SFL and operationalizes this framework in the instructional design of the B1-B2 course. The paper also reports on the empirical findings from the pedagogical experimentation phase to assess the feasibility and merits of the proposed course design. It is anticipated that the research outcomes will not only corroborate the outstanding advantages of the SFL approach but also help conceptualize an effective pedagogical method and a modern framework for curriculum and material development, ultimately elevating the quality of Vietnamese language instruction for international learners.