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| 專書(含篇章)及其他著作名稱 | The Teaching of German as an Additional Language in Tertiary Institutions in Taiwan |
| 專書出版日期 | 2015-05-31 |
| 專書類別 | 紙本 |
| 是否為專書 | 是 |
| 使用語文 | 外文 |
| 專書是否經外部審稿程序或公開發行出版 | 是 |
| 作者順序 | 第一作者 |
| 通訊作者 | 是 |
| 出版年 | 2015 |
| 出版月 | 5 |
| 出版地 | New Zealand |
| 出版者(社) | University of Waikato |
| ISBN編號 | 無 |
| 所屬計劃案 | 無 |
| 可公開文檔 |
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| 可公開文檔 |
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| 可公開文檔 |
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| Attach |
Parchwitz 2015 German in Tertiary Institutions in Taiwan.pdf
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[Abstract] :
德語外語教學於台灣高等學府
JÖRG-ALEXANDER PARCHWITZ (白秋石)
摘要
本研究論文以台灣高等教育界德語教師群進行抽樣調查，探究教師之背景、態度以及專業實務，並使用混合研究方法含問卷調查、半結構性訪談以及課堂觀察分析。研究主要目的是為從態度及專業實務中確認研究參與者於文法翻譯法盛行後，對於在外語教學領域上重要研究改變及發展反映出具有何種程度的認知。
共有三十五位參與問卷調查，其人數占當時台灣德國研究及德語教學協會成員(108位) 的百分之三十二。所有參與者皆於大專院校授課。少於三分之一的參與者主張本身具有外語教學或德語教學的資格。而近三分之二，其中包含具語言教學資格者，不滿意自己的教學或學生的德語進步程度。雖有一半的教師認為自己的教學為「溝通式」，然而近四分之三的教師回覆他們自己在課堂上說話的時間占泰半或更多的時間。許多教師並不滿意工作情況，他們認為工作量十分繁重，所提供的在職進修並不適宜，並且對研究發表所付予的重要性遠高過於教學。
其中有十位研究對象加入後續依部份問卷調查蒐集資料更進一步設計的半結構性訪談。特別的是，受訪者著重於教師們常遇到的問題，其歸因是缺乏良好的訓練、在職支援及課程規劃，另外現有的行政要求規範也大多被視為浪費時間。
研究者錄影記錄六十堂遍佈全台灣大專院校的德語課堂觀察，並再次觀看其中五十五堂記錄影片以取得初階結果分析的全貌性。有五堂課堂錄影記錄全程轉為逐字稿並進一步分析。從觀看五十五堂課堂錄影記錄中發現，有十九堂課具備或某些程度上運用了溝通式教學法。在其他的三十六堂中發現有一半的課堂大多使用或某些程面使用文法翻譯教學法和聽說教學法。其餘的課堂則大多是教師全程講課或是翻譯教科書的部分內容。從分析五堂課堂觀察更進一步發現，有四堂課是以教師為主，教師講課占多數時間，不外乎為翻譯課文或是講解文法重點。學生的課程參與則大多限制在集體朗讀、填空練習和有時回答老師的提問。
總結來說，此研究發現台灣高等教育界的德語課程大多數是由非受過外語教學訓練之教師授課；而這些完全沒有受過或只受過一些外語教學訓練的教師們都在缺乏有效的課程規劃及面對繁重的工作量，並且得配合許多無支援且耗時的行政要求規範之情況中掙扎著。若非各大專院校開始認真地正視這些教師們和學生們的需求，目前台灣高等教育令人堪憂的德語教學情況，恐怕在未來難有進展。
關鍵字：德語為外語、台灣德語教育、台灣大專院校德語教學、教師認知、調查(問卷及訪談)、課堂觀察、教學大綱、課程規劃、語言教師訓練、文法翻譯法、長篇論述法、德語學生動機、德語學生程度
[English Abstract] :
The Teaching of German as an Additional Language in Tertiary Institutions in Taiwan
JÖRG-ALEXANDER PARCHWITZ
Abstract
The research reported here explored the backgrounds, attitudes and professional practices of a sample of teachers of German working in the tertiary education sector in Taiwan using a mixed methods approach involving a questionnaire-based survey, semi-structured interviews and lesson observation and analysis. The overall aim was to determine the extent to which the attitudes and professional practices of the participants reflected awareness of major research-based changes and developments that have taken place in the teaching and learning of additional languages since the heyday of grammar translation.
The questionnaire-based survey involved 35 participants, that is, approximately 32% of the total membership (108) of the Taiwanese Association of German Studies and German Language Teaching at the time of the survey. All were working in the tertiary education sector. Less than one third claimed to have qualifications in the teaching of foreign languages in general or German in particular. Almost two-thirds, including some who had language teaching qualifications, were not satisfied with their teaching or with the proficiency gains of their students. While half believed that their teaching was ‘communicative’, almost three quarters reported that they themselves spoke for half or more of class time. Many were dissatisfied with the conditions of their employment, believing that workloads were too high, in-service training provision was inadequate, and research and publication were valued more highly than teaching.
Ten of the survey participants took part in follow-up semi-structured interviews, with the information and opinion collected reinforcing and/or expanding on some of the questionnaire data. In particular, the interviewees drew attention to problems typically experienced by teachers as a result of lack of effective training, in-service support and program planning and, in addition, the presence of a demanding compliance regime that was perceived to be largely time wasting.
Of 60 classroom sessions recorded in tertiary institutions throughout Taiwan, 55 were reviewed in order to gain an impressionistic overview. Five (5) were transcribed and analyzed in detail. Of the 55 sessions reviewed, 19 were found to involve CLT or aspects of CLT. Of the remaining 36 sessions, half were dominated by grammar translation or aspects of grammar translation and/or audio-lingual methodology or aspects of audio-lingual methodology. The others largely involved straightforward lecturing and/or translation of textbook segments. Of the 5 sessions that were analyzed in detail, 4 were teacher-dominated, with the teacher talking most of the time, generally translating texts or explaining grammar points. Student contributions were largely confined to chorus reading, gap filling and, in some cases, answering teacher initiated questions.
Overall, this research suggests that German is taught in Taiwanese tertiary institutions largely by untrained teachers who are, in common with those who have had some training, struggling to cope in the absence of effective program planning and in the face of very heavy workloads and largely unsupportive and timeconsuming compliance regimes. Unless tertiary educational institutions begin to take the needs of these teachers and their students seriously, the dire situation so far as the teaching and learning of German in tertiary institutions in Taiwan is concerned is very unlikely to improve in the future.
Keywords: Deutsch als Fremdsprache (DaF); German as Foreign Language (GFL); German language education Taiwan; teaching German in tertiary institutions Taiwan; teacher cognition; survey (questionnaires and interviews); classroom observation; syllabus; curriculum; language teacher training; grammar translation method (GTM); disquisition method; student motivation German; student proficiency German
[Reference] :
please refer to attachment
