| Summary: | 碩士 === 文藻外語大學 === 華語文教學研究所 === 102 === This study emphasizes the importance of social context and second language acquisition. Through applying 8 components of speech—the context theory of Hymes (1974), the researcher intends to uses context of situation to help immigrant Chinese learners build up contextualized cognition links, and thus produce dialogue outputs. In light of this, the purpose of this study is to investigate the practice process of integrating contextualization strategy into oral Chinese program for immigrant learners. First, the researcher design and carry out the whole process, and then bring up ways or solutions for challenges which the researcher confronts during the process, at last, investigate immigrant students’ views and reflections of the program.
This is an action research, and it is conducted in an immigrant Chinese program which is held by Association of Taiwan Lai-Qu Huayu and Taichung Chung Shin Elementary School’s Learning Center for New Immigrants. The participants of this study are 10 immigrant students and 2 volunteer teachers. Conducted from mid-April to June of 2013, through 10 times, and 30 hours teaching, the researcher collected research data from teaching journals, students’ works, learning handouts, interviews, and photos, and then use data to do cross-comparison and analysis.
There are three findings of this study: 1) Integrating contextualization strategy into immigrant oral Chinese program could suit immigrant students’ true needs better; 2) On the teaching aspect, when teacher integrates contextualization strategy into oral teaching, he/she could upgrade single and complex sentence practice to discourse level; 3) When teaching oral Chinese to immigrants, composing dialogue is a good way to practice oral expression, it could not only satisfy immigrant students’ needs of character writing, but also develop their oral organization ability at discourse level.
The conclusions of this study are as follow: 1) In the field of Immigrant Chinese, oral context and discourse teaching could help immigrants develop their speaking ability and build up their confidence; 2) Oral language is the main communication way for immigrants to interact with Taiwan’s society, with better oral expression and strategy, immigrants could establish better and diverse resources for their interpersonal relationship.
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