第六章 結論與建議
第三節 結語
TPRS 最吸引人的部分無非透過多樣化「肢體動作-指令-語言」的方式，
去理解屬於你的目標語，研究者認為，我們不僅僅是在運用這一套教學法，也 同時在幫助學生開展不同的學習樣貌，發展最適合自己的學習模式。馮佑明 (2011)在其漢字啟蒙教學實驗裡也提到，我們要把以前老師主動的教，轉換為 學生主動的學，教師積極的觸發學生不同的感官能力，幫助學生透過不同的方 式去學習新的知識，同時培養良好的學習習慣。
在這短短的四個月裡，研究者以 TPRS 教學法與兒童二語學習的理論為基 礎，開展教學設計與實際教學，透過教學記錄、問卷調查以及自我評鑑與觀察，
證實了 TPRS 教學法在特定環境應用下的可行性，同時，TPRS 教學法的局限，
以及此研究的教學和教材設計上的諸多不足，也在實踐教學中一一體現出來，
在此提出，希望能為往後的研究提供參考價值，將 TPRS 教學法的相關應用發展 得更全面。
參考文獻
林蔓春(2015)。TPR 在初級漢語口語教學中的應用。讀書文摘，2，67-68。
娜塔莉(2011)。全身反應法在兒童華語中的教學應用。重慶大學碩士學位論文。
劉賈禕(2009)。TPRS 教學法初探。長春理工大學學報，2，180-181。
劉慧楠(2015)。全身反應法在泰國小學華語課堂中的應用--以帕府中星學校為例。河 北大學華語國際教育碩士專業學業論文。
樊旭(2016)。基於 TPR 和 TPRS 廣州美國人國際學校(小學)課堂教學分析。中山大學碩 士學位論文。
韓丹丹(2015)。全身反應法在泰國小學華語教學中的應用--以泰國叻丕府特屏中學小 學部為例。雲南大學碩士研究生學業論文。
魏星(2014)。TPR 教學法在初級華語口語課堂教學中的應用研究。西安外國 語大學碩 士學位論文。
英文文獻
Ben Slavic. (2007). TPRS in a Year. Retrieved from https://www.benslavic.com/tprs-in-a- year.html
Blaine Ray. (2018). TPRS Workshop Handouts. Retrieved March 28,2018, from http://tprsbooks.com/resource.
Blaine Ray and Contee Seely. (2015). Fluency Through TPR Storytelling: Achieving Real
Language Acquisition in School. Command Performance Language Institute.
Chomsky, N. (1956). “Three Models for the Description of Language,” IEEE Trans. on Info.
Theory. Vol. 2, No. 3, Nov.
Chomsky, N. (1994). The Human Language Series video clip. Retrieved Jan. 28, 2018, from: http://thehumanlanguage.com/
Ellis, R. (1985). Understanding Second Language Acquisition. Oxford: Oxford University Press.
Gaab Carol. (2006). TPRS: Evolution or Creation?. The Internet Language Magazine Vol 5, No.7.
Ivonne Susan (2013). The Use of Teaching Proficiency Through Reading and
Storytelling(TPRS) to Improve Students Listening Comprehension (Pre-Experimental Research at a Second Grade of a Junior High School in Bandung). Journal of English and
Education Vol. 1, No 1, pp. 104-113.Krashen, S. (1982). Second Language Acquisition and Second Language Learning. Oxford:
Pergamon.
Krashen , S.D. and Terrell,T.D., (1983). The Natural Approach Language Acquisition in th
Classroom. Oxford: Pergampn Press
Krashen, S. (2015). Tprs: Contributions, Problems, New Frontiers, and Issues. Retrieved from http://skrashen.blogspot.com/2015/07/tprs-contributions-controversies.html.
James J. Asher (1966). "The Learning Strategy of the Total Physical Response: A Review".
The Modern Language Journal. Vol. 50, No. 2, pp. 79–84
Kate Nguyen, Nile Stanley, Laurel Stanley. (2014). Storytelling in Teaching Chinese as a Second/Foreign Language. Linguistics and Literature Studies. Vol. 2(1), pp.29 - 38 M. Lightbown and Nina Spada. (1993). How Languages Are Learned. Oxford: Oxford
University Press.
Oxford, R. (1999). Anxiety and the Language Learner: New Insights. In J. Arnold (Ed.),
Affect in Language Learning (pp. 58-67). Cambridge, UK: Cambridge University Press.
Ray, B. (2010a). Blaine Ray workshops TPR storytelling. Retrieved from http://www.blaineraytprs.com
Ray, B. (2010b). Proceedings from Blaine Ray TPRS Workshops: Teaching Proficiency through Reading and Storytelling. Eagle Mountain, UT: Blaine Ray Workshops, Inc.
Ray, Blaine; Seely, Contee (2004). Fluency Through TPR Storytelling: Achieving Real
Language Acquisition in School (4th ed.). Command Performance Language Institute,
Blaine Ray WorkshopsSievek, M. D. (2009). Una evolución de TPRS (An evolution of TPRS, Master’s thesis).
Salamanca, Spain: Universidad de Salamanca.
Susan M. Gass & Larry Selinker. (1994). Second language acquisition: an introductory
course. (Topics in Applied Psycholinguistics.) Hillsdale, NJ: Lawrence Erlbaum.
附錄一 學生資訊收集表
Name Nationality
Birthday
Age Animal Family
Fruit Blood Type Sports
Have you ever studied Chinese? NO ,Yes How long?
What is your learning type?
附錄二 學生問卷調查表
Questionnaire
□ Male □ Female Grade:
Please answer the following questions based on your learning experience in Chinese class.
1 = Strongly Disagree 2 = Disagree
3 = Neutral 4 = Agree
5 = Strongly Agree
1. "Storytelling" is an interesting way
for me to learn Chinese. 1
2
3
4
5
2. I like to make story with teacher or my
friend 1
2
3
4
5
3. I like the learning ambition in Chinese
class. 1
2
3
4
5
4. I would like to speak more Chinese with
teacher. 1
2
3
4
5
5. I like to work with classmates. 1
2
3
4
5
6. I am willing to keep learning Chinese
because I like this learning style. 1
2
3
4
5
7. I become more comfortable to speak
Chinese 1
2
3
4
5
8. I would like to speak 1
2
3
4
5
9. Classes are both challenging and
exciting for me. 1
2
3
4
5
10. Teacher's translation is a great help
for me. 1
2
3
4
5
11. Body gesture is very helpful for me to
understand Chinese. 1
2
3
4
5
12. Pictures are very helpful for me to
understand Chinese. 1
2
3
4
5
13. Do you think games and activities are
necessary for current Chinese class? 1
2
3
4
5
14. I found stories interesting that I
enjoyed a lot 1
2
3
4
5
15. Every class I understand target
vocabulary clearly. 1
2
3
4
5
learn Chinese.
17. To translate story is an effective way
to learn Chinese. 1
2
3
4
5
18. I found it is difficult to write a
story. 1
2
3
4
5
19. "Reading" is an effective way to learn
Chinese. 1
2
3
4
5
20. I would like to read more stories. 1
2
3
4
5
21. Which class is most to your liking? Why?
22. Which part is your favorite? Why?
附錄三 教師自我評鑑與學生觀察表
教師 林冠帆 時間 2017 年 9 月 4 日 - 9 月 8 日 單元 第一課：你好
0=poor, 1=below average, 2=average, 3=above average, 4=Excellent
CLASSROOM MANAGEMENT Introduction/Warm up
Materials & equipment set up
Does the teacher maintain control throughout the lesson Time management
Atmosphere (comfortable, safe, encouraging) Comment
STUDENTS Are the students being challenged
Does the teacher appear to know the students well and
appreciate individual differences in personalities & learning styles
Are all students involved Do all students participate
Are all students engaged based on their ability Do the students seem to be enjoying the lesson Are the students working to task
Are the students learning something new
How well do the students apply their new learning Comment
TEACHER
Does the teacher present a positive attitude throughout the lesson Does the teacher keep the students motivated
How enthusiastic is the teacher
If necessary, does the teacher adjust to reteach previous material Is the praise mechanical or genuinely enthusiastic
Comment
LESSON DELIVERY
Use of strategies to teach the lesson (groupings, discussion) Does the teacher review previously learned material
Effective use of resources to teach the lesson (pics, diagrams, audio)
How well did the students demonstrate use of planned subject matter Comment
附錄四 隨堂測驗
Lesson 1：你好 一、Listening
( )1. ○1 不客气b ú k è q ì
○2 谢谢xièxie ○3 再见zàijiàn ○4 你好nǐhào ( )2. ○1 老师lǎoshī ○2 爸爸b à b a ○3 妈妈māma ○4 小 狗xiǎo gǒu ( )3. ○1 爸爸b à b a ○2 妈妈māma ○3 小 狗xiǎo gǒu ○4 小 猫xiǎo māo ( )4. ○1 你 ○2 我 ○3 他
( )5. ○1 你好 ○2 名字míngzi ○3 什 么shénme ○4 很好
二、Pictures Match
谢谢 你好 什么 不 再见 xièxie nǐhǎo shénme bù zàijiàn
三、Re-arrange Sentences
五、Reading (Translate.)
Create Your Reading
Show Your Reading
Lesson 2：中秋节 一、Listening
( )1. ○1 吃chī ○2 喝h ē ○3 看kàn ○4 说shuō
( )2. ○1 柚子yòuzi ○2 朋 友péngyǒu ○3 月 饼yuèbǐng ○4 月 亮yuèliàng ( )3. ○1 茶chá ○2 谁shéi ○3 我 ○4 你
( )4. ○1 小 猫xiǎo māo ○2 小 狗xiǎo gǒu ○3 可是kěshì ○4 你好nǐhào ( )5. ○1 名字míngzi ○2 哪里nǎlǐ ○3 什 么shénme ○4 很好
二、Pictures Match
柚子
yòuzi
茶chá 月 饼yuèbǐng 月 亮yuèliàng 吃chī
三、Re-arrange Sentences
○1 ○2 ○3 ○4
1.
yuèliàng月 亮 我 喜欢xǐhuān 看kàn 。○1 ○2 ○3 ○4
2. 喝hē 谁shéi 喜 欢xǐhuān 茶chá? 。 ○1 ○2 ○3 ○4 ○5
3. 吃chī 喜 欢xǐhuān 月 饼yuèbǐng 小猫 吗ma？ 。
○1 ○2 ○3 ○4
4.
你 什 么shénme？ kàn看 喜 欢xǐhuān 。五、Reading (Translate.)
Create Your Reading
Show Your Reading
Lesson 3：国家 一、Listening
二、Pictures Match
三、Re-arrange Sentences
五、Reading (Translate.)
Create Your Reading
Show Your Reading
Lesson 4：颜色 一、Listening
二、Pictures Match
三、Re-arrange Sentences
五、Reading (Translate)
Create Your Reading
Show Your Reading
Lesson 5：动物 一、Listening
二、Pictures Match
三、Re-arrange Sentences
五、Reading (Translate.)
Create Your Reading
Show Your Reading
Lesson 6：圣诞节 一、Listening
二、Pictures Match
三、Answer Questions
五、Reading (Translate.)
Create Your Reading
Show Your Reading
附錄五 期中測驗
Lesson 1-3
一、Listening
二、Match
三、Re-arrange Sentences
四、Reading (Translate.)
Introduce Yourself (Draw, Tell and Act it Out)
附錄六 期末測驗
Lesson 1-6 一、Listening
三、Re-arrange Sentences
四、Translate
五、Reading(Translate)
Create Your Story and Tell Your Story
附錄七 教材範例(第二課)
建立意義：目標語圖片
1. 國家詞彙
2. 家人詞彙
3. 動作詞彙
4. 「在」+ 「哪裡?」
或是利用圖片聯想→
5. 其他補充詞彙
「和」→and 「問」→ 「猜」→
「說」→ 「去」→
問故事
1. 圖片問故事：
先與學生一起將故事用肢體動作表達出來後，再開始循環提問。
， 。
。
:「 」
：「 」
2. 拼音與漢字問故事：先與學生一起將故事用肢體動作或是口語表達出來 後，再開始循環提問。
閱讀
1. 圖片閱讀
。
。
。
。
，
2. 拼音與漢字閱讀
3. 漢字閱讀
爸爸在哪裡? 爸爸在中國。
媽媽在哪裡? 媽媽在韓國。
姐姐和妹妹喜歡去日本，哥哥和弟弟喜歡去泰國。
我喜歡去哪裡? 你猜猜?