第五章 結論與建議
第二節 教學建議
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第二節 教學建議
一、設置一門獨立的初級華語真實語料課
隨著教學觀念的改變，語文教材種類也會越多變，不應狹隘地只界定語文教 科書、僅對單一文本精讀理解。既然學習取材多元，學習對象也應多元，加上課 室的營造，學生透過同儕合作完成任務，連同後設認知策略的交換分享，教師提 點後頇讓學生實踐方能內化、應用。策略學習能力也將於此課程中突顯。
二、發展初級華語真實語料教學教材
除了幫助第一線教師減輕負擔以外，也可以是學生自主學習的自修教材。編 輯者設計應該非以教學目的、而是以「能進行溝通」為出發點。使學生接觸不同 於教科書文體的語言變異，得以看到詞彙在不同情境下的使用情形來擴大詞彙範 圍。也提供引導發現的機會可專注不同體裁的語言特徵，察覺課室內外的立即相 關性以提昇學習動機。
三、結合「任務導向教學法」
任務導向教學的本質便透露出教學的「開放性」，不同學生會使用不同策略 以及表達方式。每個學習者的語言基礎有差異，所關注的重點也各有不同，勢必 最後學到的詞語及語法也不一致。透過師生的調整協商從需求分析出發，故如果 真實語料教學結合了任務教學，將更突顯其動態性特點，兼具理解與表達，主要 是取得訊息的任務，搭配理解性的任務設計是最實際的、也適合初級。
四、教師的嘗詴與學生的調適
教師執行教學前務必體認(真實語料中所挾帶的訊息量多)，所以要將教學目 標縮小化，並清楚告知學生具體的學習目標，避免學生無所適從，在教學後要明 確地總結回顧所學，教學者並非只是單純地呈現真實語料而已，頇回歸教學、達
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到指導作用。
使用真實語料的教師其目的不是為了令學生脫離安全區使其沮喪，而是幫助 他們準備面對，覺察語言在課室外的真實使用情形，以及所需的技巧培養。不僅 是提昇學習者的自主性，也考驗教師對專業自主的堅持。學會學習的能力不僅是 期許學生，教師自己也要擁有這種態度，才是發展教師專業。後教學時代的來臨，
教學本尌是一種相當個人的知識實踐。教師要更有自信，堅持專業，勇於嘗詴新 教學。
最後，希冀未來將朝此方向繼續研究，最終目的是設計出完善的初級華語真 實語料教學教材。接著能發展的研究方向是，擬以功能主題為綱，為了具體化主 題的選取，可進行實地需求分析；還有，也可為針對何種真實語料所搭配的任務 活動進行成效比較，又例如：動機提昇(比方說學習動機在搭配何種任務下提昇 與否的實證研究)、抑或是策略學習：(如搭配何種任務)針對細微技能的測詴研 究)；還有針對初級閱讀、初級聽力方面真實語料的教材設計研發等，皆有莫大 的發展空間。
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