近年來，利用3D虛擬實境，如「第二人生」（Second Life）輔助語言教學的研究日益興起。在虛擬實境裡基於網絡的文本和語音即時通訊增強了師生間、同儕間、學習者與虛擬物體間的互動，并在其中構建生活中可能遇到的真實情境，為學習者提供大量有意義的互動的機會。在其中，學習者充分調動視覺、聽覺等多感官，在潛移默化中實現語言習得。此外，由於在「第二人生」可創造完全沉浸式的語言環境，對於促進海外華語教學意義重大。

本研究以虛擬實境中的真實體驗對華語寫作之影響研究為主題，以新加坡華語學習者為對象，採用準實驗研究設計，設立對照組與實驗組，進行為期五週的實驗。在實驗期間，對照組學生接受傳統的寫作教學，而實驗組在進行寫作前可利用虛擬實境中搭建的場景在其中進行真實體驗，隨後進行寫作。通過比較兩組寫作成績及實驗前、後的問卷結果，考察「第二人生」對華語寫作成績、華語寫作態度和華語學習態度的影響。研究結果發現，實驗組學生的作文成績顯著高於對照組，並在作文的內容、組織、文法、詞彙和文字上的表現均優於對照組，其中兩組在內容、組織、文法和詞彙上的得分達到顯著。此外，進行了寫作前構思記錄的實驗組學生遠高於對照組，並且在形式、內容和語言上表現出更強的多樣化特征。然而，在本研究中，實驗組學生和對照組學生在實驗前後的華語寫作和學習態度沒有明顯差異，有可能是由於課程設計缺乏任務導向及獎勵機制而造成。

此研究作為運用「第二人生」進行華語教學成效性檢驗研究，以期發揮虛擬實境突破時間、空間限制的優勢，促進海外華語教學的發展。

In recent years, research on applying 3D virtual environments, such as Second Life, to assist language teaching are increasingly emerging. In a 3D virtual environment, the web-based text and real-time voice communication not only enhance the interaction of teacher-student, peer-peer and learner-virtual object, but also provides a lot of meaningful interaction opportunities by building real situations that may be encountered in life. In this way, the learners fully utilize vision, hearing and other senses to achieve imperceptible language acquisition. Besides, since Second Life can create a fully immersive language environment, it is of great significance in promoting overseas Mandarin Chinese teaching.
This study, conducted on Mandarin Chinese language learners in Singapore, focuses on the effects of authentic experiences in virtual environments on Mandarin Chinese writing and it is. A quasi-experimental design is applied, in which the participants in the control group take traditional writing lessons while those in the test group have authentic experiences in a 3D virtual world before writing. The duration is five weeks. By comparing the writing scores of the two groups and the results of surveys taken before and after the experiment, this study is expected to explore the effects of Second Life on Mandarin Chinese writing ability and motivation. The study finds that the composition scores of the students in the experimental group are significantly higher than that in the control group, including the scores for content, organization, grammar, vocabulary and spelling. Particularly, the differences in the scores for content, organization, grammar and vocabulary of the two groups were statistically significant. In addition, the number of the students who utilized prewriting brainstorming was far higher in the experimental group than in the control group, and showed more diversity in the form, content and language in the writing. However, in this study, there is no obvious difference between the two groups in the motivation questionnaires, which may be caused by the lack of tasks designed in the curriculum and lack of an incentive mechanism.
As a test to evaluate the effectiveness of Mandarin Chinese teaching by applying Second Life, the study is expected to take advantages of 3D virtual environments in order to offset time and space constraints, and promotes the development of Mandarin Chinese education.

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