Ｑ1: 在《生活、認知與生活教學》（戴金惠：135頁）提及現在台灣人習慣用法：
(1)
以前用「哪裡哪裡」來回應他人的讚美，現在用「謝謝」來回應讚美。
(2)
以前用「不客氣」，現在的年輕人漸漸用「不會」來回應。
對於「哪裡哪裡」、「不敢當」，我曾經使用直接讚美學生，告訴他使用的方式，並模擬一次情境，學生就知道該如何使用了。但在解釋部分，想問問如果今天在教學中遇到「哪裡哪裡」、「不敢當」，你會用怎樣的語用情境來教學呢？
The
fundamental purpose of pragmatics is being able to communicate in proper
contexts. Being able to communicate indicates speakers and hearers interact in
a proper manners. Being able to response appropriately not only the selections of
vocabulary— lexical level, sentences—syntactic level, and complexity of social
level such as gender differences, social status, intimacy, formality(formal vs.
informal), but body languages (gestures) are explicit and implicit factors
which need to be considered as well. Indeed, it may looks like a simple interaction
instead rather complex. Particularly, indirection is favored, beneath Confucius
influence and have had great impact on us for thousands of years. Moreover,
CFL/CSL learners’ diverse backgrounds and language distance between L1 and L2
are some of the essentials to think about.
In
order to let CFL/CSL learners to acquire Complement Speech Act authentically, utilization of self-compiled video may be a practical and
useful material go alone with textbook due to the integration of diverse
situational contexts. The followings are some suggestions for lesson plan:
1.
Construction: vocabulary and sentence
patterns teaching
2.
Identification: vocabulary and sentence
patterns drilling
3.
Comparison: compare target language(「哪裡 哪裡」; 「不敢當」; 「謝謝」) in politeness, humbleness, openness, directness in order to
demonstrate appropriate and impropriate expressions and contrast L1 and L2
cross-cultural diversity on yourself-compiled video episodes.
4.
Application: pair students and have
them demonstrate the dialogues
5.
Assessment: design different scenarios
for implicit test, giving feedbacks including compliments and suggestions
Ｑ2:在隱喻認知上，你覺得要讓學生在哪一個程度上開始建立這些隱喻的架構？
After accumulation of basic amount of
vocabulary and sentence patterns, it is about time to make it happen. Starting
with verbal, tangible entity in order to develop students’ confidence. At the
beginning stage, the teacher’s scaffolding plays a vital role of success. Also,
explicit demonstration would enhance overall comprehension and practical usage.
