| 摘要: | 2000年初期法語文學界引入教學文化的理論概念（Culture of Learning，以下略稱CL, 法文：Culture d’enseignement/Culture d’apprentissage)』，應用在法語外文教學領域，強調教學背景重要性的方法。根據Chiss & Circurel (in Beacco, Chiss, Circurel & Veronique, 2005:5-6)的論述，該方法要求針對某特定背景中的 學習實踐作出既客觀又詳細的描述。儘管CL論點有諸多缺點顯露出來，本論文仍嘗試探索其中的缺失，特別是研究CL如何被應用在臺灣法文學習者的情況下。首先，他們屬於廣義的中華文化族群，第一章陳述學習者的歷史，文化，語文和教育體制等環境，以瞭解學習者與中華文化傳統之互動關聯，也進一步明白學習者和CL之間的交互影響。緊接著在環境背景描述章節內，我們檢視促成CL概念興起的理論與步驟方法；同時試圖辨識出那些實境上不適當的情況，尤其在使用『中國式學習文化』描述和沉浸其中的學習者特徵。爬梳理論和背景文字說明時，如下問題浮現，即在描述臺灣法文系大學生的行為，習慣和其呈現時，與『CL』概念的實質關聯為何？
本研究旨在針對這主題提供不同的觀察角度；利用半開放式訪談方法，得以進一步探索和瞭解受訪人對其學習環境的主觀理解。;The theoretical concept of “culture of learning” (CL) (culture d’enseignement / culture d’apprentissage) was introduced in francophone literature in early 2000 to initiate a more contextualised approach to the teaching of French as a foreign language. According to Chiss & Circurel (in Beacco, Chiss, Circurel & Véronique, 2005 : 5-6), such an approach requires an objective and meticulous description of the learning practices in a given context. Yet, this enterprise has shown a number of shortcomings, which this paper aims to explore, specifically by presenting how the term CL has been applied to Taiwanese learners of French. First, for they are generally said to be part of the larger Chinese cultural group, the opening chapter will observe the learners’ historical, cultural, linguistic, and institutional environment, in order to understand their relationship with the Chinese heritage and therefore its CL. Following contextual chapters will review the theories and approaches that contributed to the rise of the concept examined, while trying to identify in which cases it might prove to be inadequate, notably in the use of a “Chinese culture of learning” description and the learner’s portrait resulting from it. The question that arises from the literature review can be worded as follows: how relevant is the notion of CL when describing the behaviours, habits, and representations of Taiwanese university students of French? This research aims to offer various perspectives on the subject, using the methodology of semi-constructed interviews, which gives the opportunity to explore and understand the informant’s subjective comprehension of their learning circumstances. |
