| Summary: | 碩士 === 文藻外語學院 === 華語文教學研究所 === 101 === ABSTRACT
Communication include language and nonverbal, Mandarin teaching contain of these two communication methods. Cooper (1988) and other scholars affirmed the role of nonverbal communication in the teaching role, then Ji-Wan Bi (1993) divided nonverbal communication into Body Language, Paralanguage, Object Language and Environmental Language. Generally, Mandarin teachers have different permissions for the teaching field, so the choice of Environmental Language often be neglected.
Music and color both belong to Environmental Language, contact to the visual and auditory of learners directly, Ii's easer to adjust and control by Mandarin teachers. Therefore, this study use these two elements consciously by textbook and background music, and through emotional state and scores to explore the impact on learners. Then try to through literatures, surveys and actual teaching situation to assist teachers in instructional design, and achieve the following three aims:
1. How is the learners' emotion and learning situation when colors integration in Mandarin teaching?
2. How is the learners' emotion and learning situation when music integration in Mandarin teaching?
3.Provide reference to teachers who use colors and music to assisted instruction.
The results indicate the warm colors easer to enhance motivation and bring better learning atmosphere than cool colors. Playback background music can soothing classroom atmosphere, boost the spirit of the learners, and help learning better. Therefore, teachers can use warm colors to do the teaching aids, and playback Baroque music as background music to assisted instruction.
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