文類教學法研究：提升中文第二語言學習者實用文寫作能力

實用文作為教材與評估中主要文類之一，相關的教學法及研究有待進一步發展。尤其對於二語學習者來說，需要掌握文類、語境、語言功能的概念，以準確、恰當地完成實用文的溝通或交際目的。Reading to Learn 文類教學法以系統功能語言學為基礎，融合教學話語與支架教學的概念，形成從閱讀到寫作的完整教學設計。此研究以中文二語學習者為對象，進行量化及質性數據的收集與分析，研究目標在於發展有效的中文第二語言教學法，通過文類教學法進行實用文教學研究，結合課堂實踐提升中文二語學習者的實用文寫作能力。研究結果顯示文類教學法能有效地提升中文二語學習者的寫作表現達50%，且在前測中表現較弱的文步、語場、語旨、語式、連接、指稱等方面，在後測都有明顯改善。因此可進一步將此教學法推廣應用中文教學上，以有效地提升學生的寫作表現。
Practical writing is one of the main genre in teaching materials and assessment. Relevant pedagogy and research should be conducted to provide second language learners the knowledge about genre, context, and function of language about practical writing. Considerable work has been done to study genre theory and prove its effectiveness especially in the field of teaching in English, and the Reading to Learn pedagogy had been recognized as a well-designed genre program from theoretical and pedagogical perspectives. Based on the theories of Systemic functional linguistics, pedagogical discourse, and scaffolding, the Reading to Learn pedagogy has demonstrated improvement in English learners’ writing competency. For further development of genre pedagogy in different languages, there is a need to investigate the effect and feasibility of applying Reading to Learn in teaching languages other than English. This paper reports on the effect of Reading to Learn in CSL (Chinese as second language) education through mixed-method case study research. And this study also proves that genre pedagogy can improve CSL learners’ performance of practical writing performance by 50%, especially in aspects of stages, field, tenor, mode, conjunction, and reference. Copyright © 2019 商務印書館（香港）有限公司.