A double blind peer reviewed online publication with in-print supplement since 2010    ISSN: 1949-260X

JTCLT Abstract

Volume 3 Number 1, 2012
Full issue PDF

Chu, W., & Wang, C. (2012). Online collaborative learning for teaching Chinese allegory oriented by second culture acquisition. Journal of Technology and Chinese Language Teaching, 3(1), 13-33.
[朱我芯, & 王兆华. (2012). 在线学习辅助以第二文化习得为导向之寓言教学. 科技与中文教学 (Journal of Technology and Chinese Language Teaching), 3(1), 13-33.]

Full paper


Chinese allegories are beneficial for Second Culture Acquisition(SCA)because these stories reflect Chinese ways of thinking, values, social norms and behavioral models. The instructional design of this article features teaching methodology for cross-cultural annotation, combined with situational presentations of Chinese allegories via multimedia animations as the primary input for second culture acquisition. This article uses the concept of the "writerly text", as defined by the French critic Roland Barthes to allow us to “appreciate what plural constitutes”, such as multiple language styles and perspectives. This is accomplished by devising output activities, such as annotation and the development or adaption of allegories from student's own cultural perspective. To enhance learning, this article focused on two situational animations, The He Clan's Jade Disk and " Boring" Hundun, for the development of blended learning. Results indicated that the participants, two classes of 33 international college students, showed a greater degree of improvement from the strategy of using a situational animation as a guide in cognitive development than from using a situational animation as a review in cognitive development. The research suggests that teachers can utilize situational animation prior to explaining the text to promote adequate cross-cultural communication throughout the allegory learning process.

中国历代的经典寓言,以故事型态生动反映了华人的人生信念、 价值观念、社会规范,与行为模式,因而其文言短篇或经改写的白话 故事,适合设计为中级华语程度以上的文化阅读教材,以辅助第二文 化习得。本文发展之寓言教学,特色有二:特色之一,依据中国寓言 的文类特征,并应用西方文学批评的「读者中心论」,建议寓言之课 堂提问与课后任务,应综合运用四种学习活动:开掘寓意、建构跨文 化「书写者文本」、召唤读者填补寓言空白,与改写寓体,以期藉由 中国寓言与母语文化思维之间的联系与比较,提高二语学生的跨文化 意识,进而有助于第二文化习得。特色之二,发展在线学习内容,透 过网络协同学习机制,与多媒体直观情境的学习模式,辅助寓言学习 与第二文化习得。本文以〈何氏之璧〉与〈浑沌开窍〉两课寓言为例, 发展了多媒体情境动画与在线学习内容,并因之规划了教室与在线两 种环境整合的「混合式学习」。其中,在课堂阶段的寓言文意解说流 程中,为探究多媒体情境动画融入寓言教学的最佳时机,本文以两班 共计 33 名华语中高级程度的大学国际学生为对象,设计了直观情境活 动「先发」或「后置」两种策略成效比较的教学实验。结果显示,在 寓言课堂中,以情境动画做为文本「认知先导」的成效,优于以情境 动画做为文本「认知统整」的成效。本文因此建议,教师可于讲解寓 言文本之前,先利用情境动画辅助学生建构寓言文本的认知图式,使 文本讲解得以更具速效,且使读者(学生)与作品(寓言)之间,以 及跨文化读者(教师与各国学生)之间,能有细腻的跨文化沟通,进 而达成以寓言教学辅助第二文化习得的课程目标。

This website is supported by
Department of World Languages, Literatrues, and Cultures, Middle Tennessee State University
Page last updated: 2020-12-31