中高級冷讀課程設計與實踐再探討 (Revisiting Intermediate and High Cold Reading Curriculums on Design and Practice)

초록

冷讀（Cold Reading）在對外華語教學應用上屬於閱讀課程的一類，但與一般閱讀課程操作方式不同。臺灣大學國際華語研習所自2016年起嘗試開設冷讀課程 ，僅於課堂中即時提供學習者由真實語料選取的閱讀文本，並不給予翻譯以及詞彙、語法等材料輔助，以學習者為主角，教師僅扮演從旁協助的角色，目的在於通過閱讀訓練，使學習者有意識地擺脫依存心理，從而建立獨立面對陌生文本的能力。
劉頌浩等（2015）認為，閱讀水平的高低與策略有著密切關係，基於交互作用模型（Rumelhart, 1980）的研究指出，精熟閱讀者的差異在於能否快速運用高層次及低層次的能力。陳薌宇（2017）提出，冷讀課程的閱讀程序包含略讀（背景知識下的獨立作業）、討論（提問與釋疑）與總結（回溯摘要）三步驟，最後以延伸問題思考或朗讀練習作結。本文進一步加入檢測（是非題或選擇題）環節及課後個人生詞表編製。總體而言，每日的閱讀檢測（是非題或選擇題）屬於略讀，而整學期的課程可歸類為泛讀。
運用合適的少量測驗可評估學習者獨立作業中的理解程度，測驗結果的檢視搭配文本討論有助於釐清誤區。學習者在藉由與教師交流討論的過程，也能增進聽、說能力。最後，固定週期的複習與寫作能固化學習成果，做為往後閱讀基礎。經由課堂實務觀察，母語知識的支持以及自我監控的元認知（metacognition）機制啟動也扮演重要角色，文本內容的可預測性高低更可能影響學習者冷讀上的心理與成效。

영어초록

The phrase “cold reading” originates from marketing psychology, but for teaching Chinese as a second language, it refers to one of many strategies in the reading curriculum. Schema theory tells us those good readers are adept at comprehending interactions between bottom-up and top-down processes (Rumelhart, 1980). According to Liu Songhao et al. (2015), there is a close correlation between reading level and teaching strategy. Research on reading education for Chinese as a second language has largely focused on how educators should teach, but little discussion can be found with regards to how a student engages with reading material. Although the breadth of Chinese vocabulary likely differs from English, it remains clear that non-native readers are limited by their language level and must strive harder to develop the skill and psychological ability to adapt to challenges. In cold reading courses, the student becomes the lead actor, while the teacher adopts a supportive role.
ICLP(NTU) started up the cold reading curriculum in 2016 for a new trial. However, as opposed to “hot reading”, unlike courses designed for common reading, classes dedicated to cold reading lack translations or vocabulary lists. Students are only provided texts in class, most of which come from authentic first-hand sources. The goal is to help students escape their psychological reliance on the classroom and to develop the ability to approach material they might encounter in daily life. Since students cannot prepare for cold reading courses in advance and lack supplemental material while in class, it better reflects real-life circumstances and forces students to draw upon their foundation of linguistic and background knowledge to guess or infer meaning.
Through this method, students are expected to build a preliminary cognitive model of the text, which is then analyzed level-by-level in tandem with the teacher’s instruction to either confirm or adjust the student’s mental connotations, eventually resulting in comprehension. The support of the teacher’s knowledge and the initiation of the student’s metacognitive processes also play important roles. Few appropriate testing after an independent skimming reading can evaluate a learner’s level of comprehension and can help clarify problem areas. At the same time, students can also improve their listening, speaking and writing abilities through class discussion and homework assignments. After-class review and make their own vocabulary list can further solidify learning gains and become the knowledge foundation for the next cold reading assignment (Chen Hsiangyu, 2017).
There is further room for research on the stages of cold-reading teaching methods. Through discussion of cold reading theory, curriculum design, and practice, this article aims at examining 1) Reading and cognitive theory, 2) Theories on teaching and learning Chinese reading for non-native students, 3) Approaches to the cold reading curriculum, 4) Limitations of and reflections on cold reading courses, and 5) Aspects of further research.

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