翻譯／臺大翻譯碩士學位學程 李小慧
Translator: Jonathan Siu Wai Lee Jr., NTU Graduate Program in Translation and Interpretation

（承178期 ）

2. 師資培訓 (教學模式的傳承，有鑑於對外華語教學母語教育化，力挽狂瀾)

2. Teacher Training    

2.1首創大學院校對外華語師訓班

有鑑於學生人數逐年增加，ICLP必須有系統地培養可操作傳承自IUP時代，以口說為導向的課堂教學模式師資，將此一獨到的教學模式更加淬鍊，以便滿足ICLP發展所需。1998年起草師訓班的計畫書，深獲梁前所長與文學院林前院長的支持，但因某些條件尚未成熟，直到2000年才得以正式開辦，但卻具有三項重大的歷史意義。

首先ICLP是全臺灣第一個大學所開設的對外華語師訓班。迄今已經培訓近兩千名學員，本所教師不少是經過師訓班培訓後，再通過本所嚴格甄試過程錄取。有些參加過師訓班培訓的學員又考入臺灣幾所華語文華研所，取得碩士學位後，再通過ICLP教師甄試進入本所教學。再者，有不少大學籌備華語中心時，許多華語中心主任會先參加ICLP師訓班。爾後本所師訓班成為教育部規範本地華語師訓班培訓標準，其學程長度與授課內容，正是參照ICLP師訓班的規劃。由此可見，ICLP師訓班具有相當大的影響力和貢獻。 

2.1 First University Training Program in Teaching Chinese as a Foreign Language

As more and more students enter into ICLP each year, the program must systematically train teachers who are proficient in employing the speaking-oriented pedagogical method inherited from the IUP era. These qualified teachers work to refine ICLP's unique method of instruction so as to meet the needs for ICLP's continued development. ICLP began drafting a plan for teacher training courses in 1998, which received great support from former Director Leung and former Dean of the College of Liberal Arts, Mr. Lin. However, the conditions were not yet ripe, so the teacher training program did not officially begin until 2000. Regardless, the teacher training program was historically significant on three accounts.

First, ICLP's training program in Teaching Chinese as a Foreign Language was the first of its kind, and has now trained nearly 2000 teachers. Many ICLP teachers went through these programs and then passed ICLP's strict selection exam process before they were offered a job at ICLP. Some of the participants in the teacher training program tested into other Mandarin learning centers in Taiwan. Upon receiving their masters, they then passed ICLP selection process to eventually become ICLP teachers. Second, many times when a Taiwanese university started planning for a Mandarin center, the center's director would first attend ICLP's teacher training program. Lastly, ICLP's teacher training program has henceforth become the Ministry of Education's standard in regulating local training programs for teaching Chinese as a Foreign Language. Local programs refer to how ICLP planned its teacher training program to determine the length and content of their own programs. All of this suggests ICLP's program has made many influential contributions in teacher training.

 

2.2 ICLP教學模式師訓班

由於ICLP教學空間有限，又為了滿足全球廣大初級學習者的需求，近年來籌劃開辦初級線上課程，目前線上平臺已建置就緒。2016年起開辦ICLP初級課程教學師訓班，目的是培訓大量線上教師，目前已有上百名學員經過了密集的培訓。

這些年來本地各大學開設的華語教學系所畢業生，因研究所偏向學理探索，缺乏實務經驗，傾向課堂上講解知識的母語式教學，與第二語言課堂教學必須以學習者為中心，多講多操練的原則背道而馳。ICLP師訓班扮演導正之關鍵角色，期待推廣理想之第二外語教學方法。

2.2 Teacher Training Program using ICLP's Method of Instruction

Since ICLP has limited space for instruction, it has begun preparations to create online courses to satisfy a global need for new students of Mandarin.

Already built, the online platform is ready to be launched. In 2016, ICLP established a teacher training program in beginner courses with the goal of educating a significant number of online teachers. More than 100 teachers have already completed the intensive training program.

In recent years, university graduates in Teaching Chinese as a Foreign Language have tended to focus more on exploring theoretical concepts, and thus lack practical experience. Often opting for the knowledge-based teaching method used in native language acquisition, these graduates run counter to the student-centered principle in a second language classroom in which students are urged to speak and practice more. ICLP teacher training programs play a critical role in correcting this mistake, and hope to promote the ideal pedagogical methods in second language acquisition.

 

2.3 ICLP志工團

ICLP儲備了豐厚的師訓班學員的資源，於2008年成立ICLP志工團，邀請學員們協助新生入學報到，新生訓練週與週末的參訪旅遊活動，擔任學生們的語伴及年節的接待家庭等。

2.3 ICLP Volunteer Group

The numerous participants in the ICLP teacher training program have proven to be a vital resource. In 2008, ICLP formed a volunteer group composed of these participants. They help ICLP with the enrollment and registration of new ICLP students, the new student training week, and the weekend field trips. They also become language partners with the students, and invite students into their homes for Chinese New Years.  

 

3. 教學研究

ICLP自2006年起就開始引進前所長鄧守信教授的對外教學語法理論及其相關學理，進行教師培訓，教材也隨之更新，使ICLP的教學模式更具系統性與解釋力，教師的測驗評量的命題能力也大幅提升。鄧前所長幾項重大研究的首場發表都是在ICLP舉行，比如：漢語詞類研究與教學、漢語基式與非基式、漢語信息結構與教學等。

ICLP教師也在鄧前所長的引導下，在國際研討會不斷發表學術論文等，比如2009年ICLP小組以「The Pedagogical Function of Modern Chinese Parts of Speech」為主題，在全美語文教師學術年會(ACTFL-CLTA)發表了小組論文，2012再度以「Chinese Information Structure and its Pedagogical Implications」為主題發表小組論文等，顯見ICLP對於最新學理的追求與驗證學理的實踐力。此外，ICLP教師團隊自2000年起不斷在國內外國際研討會上發表與教學研究相關的學術論文，對學界有相當貢獻。

3. Research in Pedagogy

Starting in 2006, ICLP started implementing former Director Teng’s theory on grammar in second language instruction as well as other related theories of his into the program’s teacher training. ICLP also updated its textbooks to account for his theories and principles, adding a more systematic and expository element to its pedagogical method. As a result, teachers improved significantly at writing exam questions. Many of the first presentations of former Director Teng's major research findings were held at ICLP. Some examples of his research include: Research and Pedagogy of Mandarin Parts of Speech, Canonical and Non-canonical Structures in Chinese, and Information Structure of Chinese and Its Pedagogy.

Under the guidance of Director Teng, ICLP teachers have published many papers at international seminars. For example, ICLP published a paper at the 2009 ACTFL Chinese Language Teachers Association Annual Convention (ACTFL-CLTA) called The Pedagogical Function of Modern Chinese Parts of Speech. In 2012, they published other papers such as Chinese Information Structure and Its Pedagogical Implications. This all suggests ICLP has done much in the pursuit and validation of new academic theories. Since 2000, the ICLP team of instructors has contributed greatly to the academic world by continuing to publish academic papers both at home and abroad related to pedagogical research.

 

4. 教材創新

2009年與書林圖書公司合作，在半年間出版了為了初級學習者所編寫的七本《情境華語》（Situational Chinese）系列自學教材，落實了以學習者為中心的教材編寫全新典範，成為坊間仿效的對象等。

《情境華語》教材編寫理念是採用鄧守信教授所研發的對外教學語法理論，貫徹以學習者為中心的理念。在課程之前提供以英語所撰寫的漢語導論精簡篇，引介漢語的語音、語法、漢字等，最關鍵的是引介理想的漢語詞類系統與動詞三分，使得學習者對中文有了清晰且全面的認識。課程中的例句則一改傳統教材的習慣，而以中文繁體字句優先，然後是簡體字句，而後是漢語拼音句，最後才是英語對應句，凸顯中文的主體性，也讓學習者及早適應中文環境。生詞表嚴守詞與非詞的分野，針對協助學習者理解文本而做註解，而非一股腦地將相關詞語都羅列其中，造成學習者的困擾。同時加上符合中文語言規則的詞類標記，以便學習者能據此參照前面的語法導論，進而主動遣詞造句。

此後ICLP新編教材也據上述原則進行編寫，舊教材也植入理想詞類系統，並將未出現在課文的生詞都刪除，有效大幅提升學生課前預習的效能，課上精練的時間也因而增長，縮短語言規則內化的時間，大大提高學生主動輸出正確語句的能力。

4. Innovation in Study Material

Starting in 2009, ICLP collaborated with Bookman Books and, within half a year, published a series of seven self-study books for beginner Chinese students entitled Situational Chinese. The series became a new model for student-centered material, which others sought to emulate.

The concept behind Situational Chinese is to adopt the grammatical theory for Teaching Chinese as a Foreign Language developed by Professor Teng, which implemented the idea of putting learners first. Before each lesson starts, the textbook provides a short introduction in English to the Chinese language, which explained Chinese pronunciation, grammar, and characters, and most importantly, a new system of parts of speech and a tripartite system of verb classification in Chinese. It has helped learners achieve a clearer and more comprehensive understanding of Chinese. The sentence examples in each unit depart from traditional conventions by first showing the sentence traditional Chinese characters, then the simplified Chinese sentences, followed by the pinyin, and finally the corresponding English sentence. In this method, Chinese is given particular prominence, which helps learners adapt more quickly to a Chinese language environment. The vocabulary list does away with single-character explanations, instead electing to describe the meaning of two-character words. Rather than include all related vocabulary, which has caused many troubles for learners, the books add annotation to assist them in understanding the test. In reference to the grammar introduction at the beginning of the books, the series also adds the new system of parts of speech in the vocabulary list, which helps learners use the vocabulary to make their own sentences.

All of ICLP’s textbooks written thereafter were based off of the above principles. The new system of parts of speech was also added into old textbooks. ICLP further removed all vocabulary not used in the text, helping students prepare for class more effectively. It has resulted in more time for language drills while also reducing the time to internalize language rules, vastly improving the student’s ability to produce correct sentences on their own.

新舊版《新編會話》生詞表
1982年版	1998年版	2009年版

 

二、硬體設施

20年來在硬體設施上做了很多更新工作，以便捷、安全、舒適為要，特別加強消防、門禁、逃生安全等。設備更新列舉如下: 1) 三樓的服務臺加上學校的名稱與Logo燈飾、2) 電視公告、3) 語言實驗室重新裝修、電腦全部更新，學生可以在外地連線學習，設置門禁卡、4) 學生休息室修繕：座椅與學生個人置物櫃及杯架信箱全部更新、5) 圖書館重新裝修，藏書櫃與書桌椅全部更新、6) 447演講室重新裝修，裝設影音播放等電腦設備、7) 總辦公室與教務處以小隔間桌椅做空間微調配置等。

ICLP這20年來，走過風雨，迎來朝陽。但是同仁絲毫不敢懈怠。在慶祝IUP創所55週年與ICLP營運20週年之際，藉由電子報所史專欄回顧這20年來秉承之優良傳統，同時進一步焠鍊與創新的過程。未來我們仍將時時刻刻上緊發條，與時俱進，做為全球對外華語教學的標竿。

Hardware

ICLP has done a great amount of renovation of its facilities, with considerable importance placed on convenience, safety, and comfortability. They upgraded fire safety and escape route, and added keycards locks to the entrances. Renovation included: 1) adding the program name and logo light to the service counter on the third floor; 2) installing a television for announcements; 3) completely refurbishing the language laboratory and upgrading of all computers; 4) renovating all of the furniture and student lockers in student lounge; 5) refurbishing the library, the entire book collection and all of library furniture; 6) renovating the 447 lecture room, and installing computer equipment such as speakers and projectors ; 7) and adding cubicles to the main office and office of Academic Affairs for better space allocation.

In has been a demanding 20 years for ICLP, but the storm has passed and dawn is breaking over the horizon. Be that as it may, my fellow colleagues exercise the highest degree of diligence at all times. With the arrival of the 55th Founding Anniversary of IUP and the 20th Anniversary of ICLP, this column helps us look back at both the strong traditions upheld over the past 20 years, and ICLP's history of refinement and innovation. Alert and vigilant at all times for what may come in the future, we push ourselves to adapt to the times and take our role as the global standard for Teaching Chinese as a Foreign Language.