En milieu scolaire capverdien, nous avons constaté que le format des tests d'évaluation reflète ceux des plans de cours et par ricochet les démarches pédagogiques. Ces dernières sont essentiellement axées sur la maîtrise des structures de la langue, c'est-à-dire sur la restitution de connaissances censées être acquises. Les spécialistes des sciences de l’éducation Hadji (1997), Scallon (2007) et les didacticiens de langues comme Tagliante (2005), Veltcheff (2009) prônent le renouvellement de la manière d'évaluer pour construire des compétences communicatives en s'appuyant sur le caractère formatif de l'évaluation. Pour l'enseignement du français en milieu scolaire capverdien, revoir le format actuel avec l'introduction des quatre activités langagières pour construire des compétences communicatives pourrait nous obliger à opter pour une démarche particulière. Celle-ci voudrait que les modules soit bâtis sur la base des objectifs d'évaluation préalablement définis à partir des descripteurs de niveau du Cadre européen commun de référence pour les langues (CECRL, 2001). Étant inscrits en milieu scolaire, comment pourrions-nous mettre en place cette démarche particulière ? Pour cette étude, réalisée selon une démarche de recherche-action solitaire, nous avons opté pour l'affectation de chaque activité langagière à un trimestre sur une période de deux ans constituant le premier cycle de l'enseignement secondaire. Ces nouvelles approches de l’enseignement/apprentissage/évaluation basées sur une évaluation formative ont permis à un groupe d’élèves de construire des compétences communicatives langagières du niveau A1. / In Cape Verdean schools, we found that the format of the evaluation tests reflects those lesson plans and in turn the teaching approaches. These are mainly focused on mastering the language structures, which is to say on the restitution of knowledge supposed to be acquired. Specialists of Sciences Hadji Education (1997), Scallon (2007) and the didactics of languages as Tagliante(2005), Veltcheff (2009) advocate the renewal of how to assess to build communication skills based the formative evaluation. For the teaching of French in Cape Verdean schools, review thecurrent format with the introduction of the four language activities to build communication skills may require us to adopt a particular approach. This would be built as modules based on the evaluation objectives previously defined from the level of the Common European Framework of Reference descriptors for Languages (CEFR 2001). Being enrolled in school, how can we implement this particular approach? For this study, conducted by a solitary action research approach, we opted for the allocation of each language activity to a quarter over two years constituting the first cycle of secondary education. These new approaches to teaching / learning / assessment based on formative assessment enabled a group of students to build communicative language skills from A1.

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Made available in DSpace on 2015-05-14T12:43:01Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2840704 bytes, checksum: e8e6d81e10053890a1b92d1d349a2497 (MD5) Previous issue date: 2009-03-16 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Writing skills at schools have been widely discussed trying to figure out methods of reducing serious problems on this activity. Those discussions have allowed an important relation between new writing approaches and theoretical perspectives to the understanding and development of teaching and learning language process. Our main aim on this work is to point out questions on textual gender and its contributions to social practice of language at school. In this way, we discuss its correlation to didactic sequence developed by Schneuwly e Dolz (2004). In order to comprehend theory perspective and practical aspects of language, we use the short story and some parodist versions, intending to observe their contributions to human action development, described through language activities in writing. / A produção de textos nas escolas tem sido pauta de muitas discussões acadêmicas em busca por métodos que venham amenizar problemas presentes nesse contexto. Tais discussões têm permitido novos olhares para velhos problemas, além de uma relação estreita entre perspectivas teóricas que possibilitam compreender e buscar meios possíveis de implementação para o ensino-aprendizagem da língua materna. O nosso objetivo neste trabalho é abordar questões sobre os gêneros textuais e suas contribuições para as práticas sociais de linguagem no ambiente escolar. Desta forma, apontamos sua pertinência à proposta da sequência didática desenvolvida por Schneuwly e Dolz (2004). Para compreensão da perspectiva teórica e dos aspectos práticos da linguagem, tomamos o gênero textual conto e algumas versões parodiadas, de modo a observar sua contribuição para o desenvolvimento da ação humana, relatadas através de atividades de linguagem na produção escrita.

Made available in DSpace on 2015-05-14T12:43:29Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 963486 bytes, checksum: db131ea31f26077410de303bcf57985b (MD5) Previous issue date: 2010-08-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Set on the foundations of Applied Linguistics which focusses on language activities from different theretical focus, this paper is the outcome of a research on the language actions of postgraduate students (Specialization Courses),observed in the interaction with their tutors and peers, by means of digital hypertext, in a Learning Virtual Environment a Hiper Digital Context. It also studies the way these actions reflect the development and improvement of students verbal language. The topic was studied by means of differentiated authors within Sociodiscursive Interactionism such as: (BRONCKART, 1999, 2006a, 2006b, 2008; DOLZ, PASQUIER E BRONCKART, 1993; DOLZ e SCHNEUWLY, 1998; MACHADO, 2005; MATENCIO, 2007; PEREIRA, 2006, 2007, 2009a, 2009b, 2010). This theory presents as its main theoreticians, Vygostsky (1998, 1987) in the development field, and Bakhtin (2003, 1986), in the language field. To these two authors all thought architecture is supported by social interaction mediated by language. As it is a qualitative research, besides revising the literature we had to observe the students in their interaction with their tutors/teachers and their peers, by means of written messages that circulated in the virtual learning environment. The observed situations offered us subsides to analyse questions related to the way they read, wrote; how their ideas were organized and their knowledge was constructed. The tutor-student language interactions constituted meaningful contributions for the activities of reading and writing by the subjects involved, and if it had occurred in a more conscious form, being clear the role language activities exert over the construction of the conscious thought, the contribution would be more expressive. The reading and writing activities, that have always existed together, have been centered on the thematic content, reflecting a view of reading as decoding activity, to the detriment of a discursive conception that considers not only the skills and competences related to the content, but also the linguistic materiality of the text and its enunciation situation. Starting from a broader notion of reading and writing, considered as social practices, and observing the language interactions of the subjects of this research, especially the tutors with their guidance and interventions on the written activities of the students, some gaps were found. Not all the parameters of social and individual order, being them external, linked to the conditions of text production, or internal, related to the cognitive processing activated during the writing production, have been contemplated. Regarding to the processing of ideas, both the activities proposed by the tutors/teachers and the students' interactions on the e-foruns as well as their text productions showed that actions such as searching, creation, evaluation, decision and selection of ideas were relatively contemplated. What was not present in a more expressive form, especially from the tutors, were the actions of ranking, ordering, concatenating and articulating, that assures the textualization mechanisms and contribute for the thematic coherence of the text, fundamental guidances when written activities were asked, because, independently of their levels and the teaching manner - face or distance education - in which they find themselves, the difficulties are the same. Another action revealed by the results of this study, a wider one, is the massive and systematic investment in the basic and continuing formation of teachers of Portuguese, particularly, but also from other disciplines, as the work with reading and writing are interrelated to the fields of History, Geography, Philosophy, etc. Teachers' training, thus, must start from the comprehension of the complexity of the written language practices, a type of comprehension that imposes a pedagogy of literacy, including digital, that comes to overlap to the pedagogy of the theme or to a genre teaching program that does not contemplate their pragmatic and sociocommunicative aspects. In this sense, this study leaves its contribution for the possible effectiveness of an interface between Applied Linguistics, that focuses in language activities from different theoretical perspectives, and the Distance Education (EaD), both undergraduation and post-graduation courses, with their organizers, webdesigns, tutors, content teachers and students. It is also our intention, by having done this research, to contribute for the spread of the Sociodiscursive Interactionism in Brazil, interdisciplinary theoretical perspective whose studies originate and radicalize in the conception that every thought architecture is sustained in relation to the other, through social interaction, mediated by language. The research points to the need of an adviser/counsellor, a professional from the Applied Linguistics Area, in conceiving, structruing and building up (LVEs) (Learning Virtual Environment) courses where interaction acts effectively: tutor students / students-students reading and writing may constitute the middle and the end of knowledge construction helping in the development and improvement of verbal language. / Sob os alicerces da Linguística Aplicada, que vem focalizando as atividades linguageiras a partir de diferentes enfoques teóricos, este trabalho resulta de uma pesquisa sobre as ações de linguagem nas interações realizadas por alunos e tutores de um curso de Especialização em Ensino a Distância, a partir da plataforma Moodle, e os reflexos dessas ações no desenvolvimento e aprimoramento da linguagem verbal desses sujeitos. O tema foi abordado à luz do Interacionismo Sociodiscursivo (BRONCKART, 1999, 2006a, 2006b, 2008; DOLZ, PASQUIER E BRONCKART, 1993; DOLZ e SCHNEUWLY, 1998; MACHADO, 2005; MATENCIO, 2007; PEREIRA, 2006, 2007, 2009a, 2009b, 2010), que tem como principais referências teóricas, no campo do desenvolvimento, Vigostsky (1998, 1987) e, no campo da linguagem, Bakhtin (2003, 1986), pensadores cujas perspectivas de estudo se originam e radicalizam-se na concepção de que toda a arquitetura do pensamento se sustenta na relação com a alteridade, através da interação social, mediada pela linguagem. Para atender ao caráter descritivo e exploratório da pesquisa, optou-se pela abordagem qualitativa, o que demandou, além de uma revisão vertical da literatura, a observação dos alunos nas interações com os tutores/professores e seus iguais, por meio das mensagens escritas que faziam circular nas interfaces do ambiente virtual de aprendizagem. As situações observadas ofereceram subsídios para a análise das questões levantadas a respeito de como leem e escrevem esses sujeitos, como organizam suas ideias e como constroem conhecimentos. Dessa análise, alguns resultados podem ser assinalados. As interações linguageiras tutor-alunos constituíram contribuições significativas para as atividades de leitura e escrita por estes sujeitos, e se isso tivesse se dado de forma mais consciente, estando claro o papel que as atividades de linguagem exercem na construção do pensamento consciente, as contribuições seriam ainda mais expressivas. As atividades de leitura e escrita, que sempre estiveram juntas no curso, centralizavam-se no conteúdo temático, refletindo uma concepção de leitura como atividade de decodificação, em detrimento de uma concepção discursiva, que considera não só as habilidades e competências relacionadas ao conteúdo, mas também a materialidade linguística dos textos e a sua situação de enunciação. Partindo de uma noção mais ampla de leitura e escrita, consideradas como práticas sociais, e observando as interações linguageiras dos sujeitos desta pesquisa, sobretudo os tutores com suas orientações e intervenções nas atividades escritas dos alunos, constatamos algumas lacunas. Nem todos os parâmetros de ordem social e individual, sejam os externos, ligados às condições de produção dos textos, sejam os internos, referentes ao processamento cognitivo ativado no momento da produção escrita, foram contemplados. No tocante ao processamento de ideias, tanto as atividades propostas pelos tutores/professores quanto as interações dos alunos nos fóruns e suas produções textuais mostraram que ações de busca, criação, avaliação, decisão e seleção de ideias foram razoavelmente contempladas. O que não se fez presente de forma mais expressiva, sobretudo da parte dostutores, foram ações da ordem do hierarquizar, ordenar, concatenar e articular, que garantem os mecanismos de textualização e contribuem para a coerência temática do texto, orientações essas fundamentais quando solicitamos atividades escritas aos alunos, pois, independentemente do nível deles e da modalidade de ensino presencial ou a distância em que se encontram, as dificuldades são as mesmas. Outra medida apontada pelos resultados deste estudo, esta de caráter mais abrangente, é o investimento maciço e sistemático na formação inicial e continuada de professores de português, sobretudo, mas também de outras disciplinas, afinal de contas o trabalho com leitura e escrita perpassa os domínios da História, Geografia, Filosofia etc. A formação de professores, portanto, deve partir da compreensão da complexidade das práticas de linguagem escrita, compreensão essa que impõe uma pedagogia do letramento, inclusive digital, que venha se sobrepor a pedagogia da temática ou a um ensino de gêneros que não contemple seus aspectos sociocomunicativos e pragmáticos. Nesse sentido, este estudo deixa sua contribuição para a possível efetivação de uma interface entre a Linguística Aplicada, que vem focalizando as atividades linguageiras a partir de diferentes enfoques teóricos, e os cursos de EaD, tanto os de graduação como os de pósgraduação, com seus organizadores, webdesigns, tutores, professores conteudistas e alunos. É nossa intenção também, com a realização desta pesquisa, contribuir para a ampliação do Interacionismo Sociodiscursivo no Brasil, corrente teórica interdisciplinar cujas perspectivas de estudo se originam e radicalizam na concepção de que toda a arquitetura do pensamento se sustenta na relação com a alteridade, através da interação social, mediada pela linguagem. A pesquisa aponta, portanto, para a necessidade de uma assessoria/consultoria de um profissional da área de Linguística Aplicada na concepção, estruturação e desenvolvimento de cursos de EaD, para que, na ponta desses cursos, o ambiente virtual de aprendizagem, em que se dão efetivamente as interações tutor-alunos / alunos-alunos, a leitura e a escrita se constituam no meio e no fim da construção do conhecimento e do desenvolvimento e aprimoramento da linguagem verbal.

In countries like Sweden the public libraries add to what schools and other institutions do, trying to fill the less formal gaps regarding the needs of learning language and customs of society, and making information more available. This essay; Integration and Social Capital: Newcomers Social Capital at Public Libraries According to Library Staff, seeks to research how activities for immigrants within Swedish public libraries enables strengthening of social capital and trust in society within this group. Earlier research within this subject lean towards that is the case, though most of the earlier research tend to primarily focus on the immigrant perspective, why this essay seeks to view the subject within the profession, interviewing library staff responsible for such activities. To do so this essay lean on social capital theories of Robert E. Putnam and alike, semi structured interviews and several scientific articles and well as semi scientific reports of this matter. Results and conclusions of the study will confirm the possibility of public libraries strengthening social capital and trust, but cannot claim that this is always the case. It also confirms that this possibility is what library staff experience, since they without knowing what theory has been used, depicts happenings typical for evolving social capital and trust.

This study examined differences in literacy development between five students attending whole language pre-first-grade classes and five students eligible for pre-first-grade classes but attending modified traditional first-grade classes. Differences between whole language pre-first-grade classes and modified traditional first-grade classes in use of literacy materials, teaching procedures, and amount of time spent on literacy were also examined. The procedures involved testing the subjects on reading and writing skills, observations of the pre-first-grade and first-grade classes, and analysis of subjects' writing samples.

Diversas pesquisas apontam para uma força da tradição imperando nas aulas de Língua Portuguesa. As teorias linguísticas chegam às escolas, mas abalam timidamente as aulas de gramática normativa tradicional. Nossa pesquisa segue um percurso que parte de nossa experiência profissional, de nossas indagações, para tentar investigar as nuances, dentro de um determinado contexto escolar, que dificultam o processo de aliar a teoria à prática na sala de aula. Partimos da hipótese de que este apego à tradição e o foco em atividades metalinguísticas pouco contribuem para uma aprendizagem significativa da língua. Tendo em vista testes nacionais e internacionais que apontam inadequações no uso da modalidade escrita da língua (leitura e produção escrita) pelos alunos que concluem o Ensino Fundamental e a ênfase histórica das aulas de Língua Portuguesa em atividades gramaticais de metalinguagem (nomenclaturas e classificações), questionamo-nos como as aulas de Língua Portuguesa podem ser reconfiguradas para potencializar o desenvolvimento das habilidades linguísticas dos alunos. Assim, realizamos um estudo qualitativo com duas professoras e suas cinco turmas de 9º ano, em uma escola pública municipal de São Paulo. As professoras nos forneceram dados por meio de relatos escritos de suas vivências, questionário e conversações informais cotidianas. Realizamos Avaliação Diagnóstica e Formativa (ADeF) do desempenho linguístico dos alunos, analisamos cadernos de alunos indicados pelas professoras como os melhores de suas turmas, planejamos e conduzimos uma oficina de linguagem (atividades linguísticas e epilinguísticas) com esses alunos. Alguns dos resultados indicam que as dificuldades das professoras em aliar teoria e prática estão relacionadas com a formação inicial e preliminar de cada uma e não necessariamente com a formação universitária e contínua em que se constitui o conhecimento teórico; levantamos fortes evidências de que a maneira como ensinamos reproduz ou é fortemente influenciada pela maneira como aprendemos; constatamos que a ausência da ADeF como prática efetiva se apresenta como um importante elemento que dificulta o conhecimento (por parte do professor) do que considerar no processo de ensino e aprendizagem. Ainda foi possível verificar que ADeF não compõe um critério de formação das turmas. Um professor pesquisador que busque aliar teoria e prática deve estar preparado para enfrentar inúmeros desafios e criar oportunidades para crianças e jovens se desenvolverem, preparando-se para se envolverem com as incertezas do cotidiano. Isso pode significar quão importantes serão, para professores e alunos, as novas vivências, por meio de oficinas contendo práticas mais eficazes para podermos nos desvencilhar de algumas amarras do passado, ou seja, da formação preliminar ou formatação preliminar a que fomos submetidos. / Previous knolwedge and school context underlying theory application to practice: diagnostic testing and formative assessment as a starting point to language and epilanguage activities Several studies point to the power of tradition that rules Portuguese classes. Language theories get to schools but little they influence or change the traditional, prescriptive grammar-based classes. This study starts off from our own professional experience and the questions arisen within a specific context in order to investigate the nuances that make it difficult to relate theory to practice in the classroom. We begin with the hypothesis that this attachment to theory and the focus on metalinguistic activities contribute very little to meaningful language learning. With national and international exams in mind, which point at the inappropriate use of the written language (reading and writing skills) students who are finishing middle school have, and also with the historical emphasis on metalinguistic grammar activities the Portuguese language classes have (exploring synthatic categories and classifying), we enquire how Portuguese language classes can be reconfigured to optimize students development of linguisctic skills. Thus,we undertook a qualitative study with two teachers and their five groups of 9th graders in a public municipal school in São Paulo. We gathered data from the teachers by means of written reports of teaching experience, questionnaire and daily informal talks. Students also took a diagnostic formative test (in Portuguese, ADeF) in order to have their linguistic performance assessed and we analized the notebooks of the best students in the classes, according to the teachers. We also planned and carried a language workshop with the students, which included linguistic and epilinguistic activities. Some results indicate that some of the difficulties teacher have in applying theory to practice are related to their schooling, not necessarily from their university undergraduation courses or continuing teacher education courses in which the theoretical knowledge is built. Strong evidence showed that the way we teach reproduce or is strongly influencced by the wahy we learn. We also xxx that the lack of ADef as an efficient practice is an important element that makes it difficult for teachers to decide to what to consider in the teachinglearning process.Moreover, it was possible to identify that ADeF is not an criteria used to form the groups. A teacher-researcher that aims to relate theory and practice should be prepared to face several challenges and create opportunities to children and youngsters, preparing them to deal with the daily uncertanties. This may mean how important new experiences will be to teacher and students in workshops that contain more efficient practices so that we can undo some of the knots from our past schooling or preliminary formatting

Diversas pesquisas apontam para uma força da tradição imperando nas aulas de Língua Portuguesa. As teorias linguísticas chegam às escolas, mas abalam timidamente as aulas de gramática normativa tradicional. Nossa pesquisa segue um percurso que parte de nossa experiência profissional, de nossas indagações, para tentar investigar as nuances, dentro de um determinado contexto escolar, que dificultam o processo de aliar a teoria à prática na sala de aula. Partimos da hipótese de que este apego à tradição e o foco em atividades metalinguísticas pouco contribuem para uma aprendizagem significativa da língua. Tendo em vista testes nacionais e internacionais que apontam inadequações no uso da modalidade escrita da língua (leitura e produção escrita) pelos alunos que concluem o Ensino Fundamental e a ênfase histórica das aulas de Língua Portuguesa em atividades gramaticais de metalinguagem (nomenclaturas e classificações), questionamo-nos como as aulas de Língua Portuguesa podem ser reconfiguradas para potencializar o desenvolvimento das habilidades linguísticas dos alunos. Assim, realizamos um estudo qualitativo com duas professoras e suas cinco turmas de 9º ano, em uma escola pública municipal de São Paulo. As professoras nos forneceram dados por meio de relatos escritos de suas vivências, questionário e conversações informais cotidianas. Realizamos Avaliação Diagnóstica e Formativa (ADeF) do desempenho linguístico dos alunos, analisamos cadernos de alunos indicados pelas professoras como os melhores de suas turmas, planejamos e conduzimos uma oficina de linguagem (atividades linguísticas e epilinguísticas) com esses alunos. Alguns dos resultados indicam que as dificuldades das professoras em aliar teoria e prática estão relacionadas com a formação inicial e preliminar de cada uma e não necessariamente com a formação universitária e contínua em que se constitui o conhecimento teórico; levantamos fortes evidências de que a maneira como ensinamos reproduz ou é fortemente influenciada pela maneira como aprendemos; constatamos que a ausência da ADeF como prática efetiva se apresenta como um importante elemento que dificulta o conhecimento (por parte do professor) do que considerar no processo de ensino e aprendizagem. Ainda foi possível verificar que ADeF não compõe um critério de formação das turmas. Um professor pesquisador que busque aliar teoria e prática deve estar preparado para enfrentar inúmeros desafios e criar oportunidades para crianças e jovens se desenvolverem, preparando-se para se envolverem com as incertezas do cotidiano. Isso pode significar quão importantes serão, para professores e alunos, as novas vivências, por meio de oficinas contendo práticas mais eficazes para podermos nos desvencilhar de algumas amarras do passado, ou seja, da formação preliminar ou formatação preliminar a que fomos submetidos. / Previous knolwedge and school context underlying theory application to practice: diagnostic testing and formative assessment as a starting point to language and epilanguage activities Several studies point to the power of tradition that rules Portuguese classes. Language theories get to schools but little they influence or change the traditional, prescriptive grammar-based classes. This study starts off from our own professional experience and the questions arisen within a specific context in order to investigate the nuances that make it difficult to relate theory to practice in the classroom. We begin with the hypothesis that this attachment to theory and the focus on metalinguistic activities contribute very little to meaningful language learning. With national and international exams in mind, which point at the inappropriate use of the written language (reading and writing skills) students who are finishing middle school have, and also with the historical emphasis on metalinguistic grammar activities the Portuguese language classes have (exploring synthatic categories and classifying), we enquire how Portuguese language classes can be reconfigured to optimize students development of linguisctic skills. Thus,we undertook a qualitative study with two teachers and their five groups of 9th graders in a public municipal school in São Paulo. We gathered data from the teachers by means of written reports of teaching experience, questionnaire and daily informal talks. Students also took a diagnostic formative test (in Portuguese, ADeF) in order to have their linguistic performance assessed and we analized the notebooks of the best students in the classes, according to the teachers. We also planned and carried a language workshop with the students, which included linguistic and epilinguistic activities. Some results indicate that some of the difficulties teacher have in applying theory to practice are related to their schooling, not necessarily from their university undergraduation courses or continuing teacher education courses in which the theoretical knowledge is built. Strong evidence showed that the way we teach reproduce or is strongly influencced by the wahy we learn. We also xxx that the lack of ADef as an efficient practice is an important element that makes it difficult for teachers to decide to what to consider in the teachinglearning process.Moreover, it was possible to identify that ADeF is not an criteria used to form the groups. A teacher-researcher that aims to relate theory and practice should be prepared to face several challenges and create opportunities to children and youngsters, preparing them to deal with the daily uncertanties. This may mean how important new experiences will be to teacher and students in workshops that contain more efficient practices so that we can undo some of the knots from our past schooling or preliminary formatting

課堂遊戲活動是語言教室裡重要的一環，透過遊戲不僅可降低學習者壓力、提升學習動機、增加學生互動，更能刺激高層次的思考，對華語教師而言也是不可或缺的語言練習。然而，目前華語教學關於遊戲活動的相關研究尚在發展階段，在教學現場，華語老師也受限於難以自行設計遊戲或製作道具等因素，因而降低使用課堂遊戲活動的意願和頻率。 本研究將桌上遊戲元素加入華語文課堂中，透過適度更動桌上遊戲「驢橋」的部分規則和道具，盼學生在帶有競爭性質的規則中歡樂且積極地練習所學生詞，證明桌上遊戲作為華語教學複習活動的可行性。 此次實驗過程中讓受試學生實地操作「驢橋」，實驗過程中同時錄音，實驗結束後請所有受試學生填寫問卷，並徵求自願者進行一對一訪談，最後綜合實驗觀察紀錄、問卷與訪談以觀察探究學生對「驢橋」的反應。根據研究結果，「驢橋」作為華語課堂的遊戲活動時，可引起學生注意力，積極將所學應用於遊戲中，提升生詞學習的自信心，華語教師在遊戲中可鼓勵增強學生的滿足感，扮演給予學生回饋的重要角色，「驢橋」為學生接受程度高的華語課堂教學複習遊戲活動。此次研究證明桌上遊戲「驢橋」改編為華語教學課堂複習活動可提升學生學習動機，學生反應熱烈，未來可推廣更多樣化的桌上遊戲進入華語教學課堂，讓華語教學的活動更豐富多彩。 / Class games play an important role in language class. The advantages of games include: lower the learning pressure, strengthen the learning motivation, enhance the interaction between students, and stimulate higher-order thinking ability. Games are also a necessary practice for language learning. However, related research in the field of teaching Chinese as a second language is still developing. Also, due to the difficulty of designing the games and preparing the props, Chinese teachers would hesitate to use the games or reduce the frequency of language games in the classroom. The topic of this research is teaching Chinese as a second language class integrated with tabletop games factors. By amending some rules and props of the board game Eselsbrücke, students would be expected to practice the learned vocabularies actively and delightfully in this game. Also, this research could prove the feasibility of tabletop games as the reviewing activity of teaching Chinese as second language. In the research, subjects would operate Eselsbrücke directly, and all their response would be observed through recording. After the research, students filled in the questionnaire, and volunteers would accept the interview. According to the research result, as a game in Chinese class, Eselsbrücke can arouse student’s attention, review what they have learned, makes students more confident in learning vocabularies. Chinese teachers play an important role that not only encourages students to achieve higher sense of satisfaction, but also feedbacks to students immediately. Combining the fun of game and the effective language practice, Eselsbrücke is a reviewing activity which is easy for students to accept in teaching Chinese as a second language class. This research proves that tabletop game Eselsbrücke shows positive effect to students as a Chinese class reviewing activity. In the future, we may promote tabletop games in teaching Chinese as a second language class, to create more and more interesting and attractive Chinese teaching activities.