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第六章 研究結果與展望
本論文中討論了阿根廷目前所使用的華語教材，並探討其實用性和相關性，同 時也提出筆者認為較適合當地華語學習者之教材編寫方式與原則。論文中主要探究學 習者和學習環境對於教材的使用有何影響。
第一章專門回顧當地華僑使用華語文的情況，並且探討他們如何教導自己的子 弟，從中尋找出目前影響華語教學環境之因素。由於阿根廷早期移居當地的華人大部 分來自台灣，如今華語教學界的教師多數是台灣人或其後裔。但是近年來中華人民共 和國人民在當地的商務行為逐日頻繁，導致當地的華語學習者逐漸開始指定以拼音和 簡體字學習華語。當地所使用的教材也隨著新一波移民開始轉換成中國國家漢辦或中 國作者所編寫之教材。這一類教材雖然使用西班牙文編寫題目和註解，教材內容仍然 與學習者的環境、文化和學習習性無明顯的相關性。
論文的第二章專門討論溝通教學法為語言教學所帶來的改善，並探討如何將溝 通教學法應用在華語教材的製作上。支持使用溝通教學法的語言教師對於學習者的期 許不只在於新詞彙和語法的正確運用，而是在於培養學習者的語言學習能力，使他能 夠獨立學習。為了達到此目的，教材必須配合並促進溝通能力的發展。當地所使用的 教材雖然自稱使用溝通教學法的原則而編寫，事實上卻逃脫不了傳統的教材編輯方式。
因此，其教材皆以文法挑選並排序單元內容、課文內容一概不使用學習者未曾學過的 詞彙或句式，而且皆以書面方式呈現。主要的練習題少不了重複背誦、翻譯練習、句
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來自 Littlejohn 在 Material’s Development in Language Teaching (Tomlinson Ed., 1998: 195) 提出的看法，主要有三種分析層面。第一個層面是教材中的主要成分，也就是教材的 表面分析。第二個層面主要針對教材中的任務做詳細的分析，探討每一個習題要求學 習者完成的任務目的、意義和方法為何。為了實際分析《 新實用漢語課本 ( 一 )》(El Nuevo Libro de Chino Práctico 1)的教材內容，筆者挑選三個習題個別進行分析。每一項
習題分別為: 「課文」、「句型替換練習」和「交際練習」。有了以上資料後便可進入 最深層的分析，判斷教材整體的目標並了解編寫者排列素材的原則，同時也可斷定教 材給予教師和學習者的角色和教材本身的角色。《 新實用漢語課本 ( 一 )》(El Nuevo Libro de Chino Práctico 1) 的練習任務多數使用熟讀、句型替換、朗誦、依照課文內容
填空、文法練習、閱讀。缺少溝通能力培養練習，多數以機械式練習為主，並不需要
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繁複，學習者必須應用本單元中所學習的語法點和新詞完成，卻又給予學習者有彈性 的發揮空間。
本論文的目的是為阿根廷華語教學教材提出分析與建議，但筆者所提出的分析只 限於三個任務，是針對任務的個別分析。若要深入探討教材分析必須更進一步探討整 體教材和教材使用後的結果。因此，教材的整體分析和使教材使用後的效果都可以再 進一步研究。此外論文中沒有討論漢字教學，只提出漢字是華語的特色。筆者認為漢 字教學是一個可以深入研究的主題。以上兩者有待對於教材分析有興趣者深入考察。
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http://blog.huayuworld.org/gallery/12977/華語為第二語教學法.pdf 葉德明 (1999) ，《華語文教學規範語理論基礎》，台北：師大書苑。
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