| 摘要: | 在第二語言教學的課堂中，教師話語不但具備信息傳遞的功用，同時還兼具語言示範的作用，教師話語的質與量是教學成功的重要因素。有鑒於此，對於身為華語新手教師的研究者而言，希望藉由修正教師話語，提供正確示範和語言輸入，增加學生學習興趣。因此，研究者決定採用行動研究「螺旋循環」的方式，透過計畫、行動、觀察與反思，改善教師話語使用的問題。首先根據先導研究歸納自身話語的問題，接著透過再次教學實習進行行動研究，歷經三個循環，修正教師話語的問題。期間透過教學錄影、轉錄逐字稿、與實習指導老師、論文指導教授討論、與同儕討論及蒐集學生的問卷等方式，進行資料蒐集與分析，作為改善教師話語之依據。研究結果顯示(1)研究者的實習歷程在不同循環中，各有不同的教師話語使用問題；(2)新手華語教師應著重教師話語的規範與訓練；(3)新手教師可透過行動研究提升教學專業知能；(4)透過反思教學協助新手華語教師教學成長；(5)進行專業對話可引導新手華語教師行動研究正確的方向。最後，研究者針對研究的結果與結論提出以下的建議：(1)新手華語教師應保持積極、主動、正向的態度面對教學挑戰；(2)實習班級建議採取小班教學；(3)多閱讀相關書籍，提升教學專業知識；(4)對實習課程制度的建議；(4)班上學生程度不一，可採用差異化教學。
Teacher talk in second language classrooms not only conveys messages but also provides models of language demonstrations. The quality and quantity of teacher talk can significantly affect the successful learning of a second language. As a novice CSL (Chinese as a second language) teacher, researcher modifies teacher talk to give accurate demonstration and language input and to help students become active participants in learning. As a result, researcher takes action research on modifying teacher talk via a spiral of steps — plan, act, observe and reflect. The pilot study concluded researcher’s teacher talk problems and adjustments were made through three circles of practical teaching. Observation tools include video, transcripts, reflections after class, comments from practical class instructor and professor, peer observation, and questionnaires from students. The results show that (1) different teacher talk issues appear and are modified at different stage, (2) a novice CSL teacher should stress the standard of teacher talk and teaching training, (3)doing action research helps novice teacher establish effective professional development, (4) reflective teaching benefits a novice CSL teachers' professional development, (5) discussion with professional teachers gives a novice CSL teacher correct directions。Finally, a number of recommendations according to the result of this research are applied: (1) novice teachers should stay active, positive to face different challenge in class, (2) small class is suggested better for novice teachers training, (3) reading more books helps novice teachers promote teaching ability, (4) suggestions for practical teaching, and (5) Differentiated Instruction can be used in class for students with different levels. |
