| Summary: | 博士 === 國立臺灣師範大學 === 華語文教學系 === 102 === This research illustrates that the principles of cross-cultural introduction can be important references for text selection and setting teaching priorities, as the text selection criteria solely based on graded vocabulary could not fully reflect the cultural distance between the language learners and the target language. The two objectives, as such, to be achieved in this research are: firstly, the cultural text has to be validated by the principles of cross-cultural introduction before its content and difficulty level can be fully aligned with the learner; secondly, the cultural text used in the pedagogical activity of “Literature Circle” can inspire learners to reflect on multiculturalism, and to evoke individual’s insights on cultures, so as to prepare the learners for cross-cultural introduction.
Based on these two objectives, this research could be sub-divided into two levels, i.e., theory and application. From the theoretical perspective, three principles of cross-cultural introduction--cultural conjugation, content synchronicity and social consensus--are used to select the suitable cultural text and to set teaching priorities. After determining text difficulty levels by the vocabulary table generated by《TOCFL華語詞彙通》, we then calibrate the teaching priority of the texts through the three principles of cross-cultural introduction. From the application perspective, the cultural texts selected could be validated by the pedagogical activity of “Literature Circle”. During the class discussion, the goal of cross-cultural introduction could be effectively and pedagogically achieved by discussing individual opinions of the cultural texts. This research combines literature review, developmental research method and interviews of senior and master teachers in Singapore, as well as first-hand mandarin teaching information from Singapore. In the process of mandarin teaching, it is imperative to note the following:
1. Under the principle of cultural conjugation, discussing cultural similarities should be the starting point of any cross-cultural issues, and should come before comparing cultural dissimilarities.
2. The learner’s location has to be taken into careful consideration, as the localized social consensus would determine the cultures that are accepted locally.
3. The language and content of cultural texts have to be aligned to the learning needs and standards of the learners, so as to achieve the synchronic development of both cultural texts and learners.
Therefore, the principles of cross-cultural introduction could supplement the setting of teaching priority solely based on graded vocabulary, so that the cultural texts become more suitable for the learners. Further combining with peer discussions during the pedagogical activity of “Literature Circle”, the learners would be able to have an even deeper understanding of cultures.
|
|---|
