文章詳目資料

東吳日語教育學報

  • 加入收藏
  • 下載文章
篇名 台灣高階程度的日語學習者於講述型發話中之口語表達力
卷期 53
並列篇名 The proficiency of formal address by advanced Japanese learners in Taiwan
作者 黃英哲
頁次 056-085
關鍵字 講述型談話台灣的日語學習者問題意識連想反思Formal AddressJapanese Learners in TaiwanProblem ConsciousnessConnectionIntrospection独話台湾の日本語学習者問題意識連想内省
出刊日期 202003

中文摘要

本篇論文以51 名日語能力達高階程度的台灣學生為分析對象,釐清出其日語講述型談話表達上的特色與問題。論文中並針對日語學習者口語表達的鍛鍊方法提出「讓學生有問題意識」、「實施聯想式訓練」、「給予自我反思機會」三大提案。「讓學生有問題意識」的方法主要應培養學生常能以「為何, 什麼, 哪裡, 何時, 誰, 如何」等疑問詞來思考事情。有關「實施聯想式訓練」的部分,建議除提升問題意識之外,應使學生以連結性、一致性、妥當性、合理性、豐富性、因果關係、與聽眾的關係等為基底,實施右列之10 種聯想式訓練: ①由全體回推部分、②由抽象轉具體、③由模糊轉明確、④由結果回推緣由、⑤由主張回推根據、⑥由目的回推方法、⑦由空泛轉圖解、⑧混亂轉條列、⑨確立焦點、⑩尋找共通點。此外,在「給予自我反思機會」的做法上,建議多給予學生親自演練、俯瞰、反思、自我修正、重複演練的機會。期盼本篇論文能為台灣日語文專攻之學生口語表達力的養成帶來些許貢獻。

英文摘要

The purpose in this paper is to clarify the strong points and problems of Japanese learners’ formal address and to suggest instructions about oral expressions. The speeches of 51 Japanese learners in Taiwan with advance Japanese level have been examined. 3 kinds of methods about oral expressions have been offered in this paper. The methods are training students to be conscious of something; to find out the connections of somethings; to be introspective. The first method is to help students to be conscious of something by asking themselves “Why, What, Where, When, Who, How” etc. The second method is to teach students problem awareness, including relevance, consistency, properness, rationality, abundance, causality, relationship with the listener, and guide students to have the following logical thinking: 1. dividing the whole one into some part s. 2.turning the abstraction to specification . 3.changing the ambiguousness into clearness. 4.knowing the effect from the cause. 5. insisting somethings according to evidences. 6.clarifying the purpose by summarizing the methods. 7.converting imaginations into diagrams.8. converting complication into itemization . 9. pointing out the important things.10. searching the similarities. The third method is to instruct students to do more preformation, self-investigation, introspection, self-corrections, oral practices etc. The descriptions in this paper could be offered as the effective instructions about oral expressions of Japanese learners in Taiwan.

相關文獻