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文法教學與錯誤訂正一直是課堂上的重要元素，因此了解老師與學生對於文法教學與錯誤訂正的信念有助於教學。本研究旨在探討台灣國民中學英語老師與學生對於文法教學與錯誤訂正的信念差異，並了解不同背景變項對於老師與學生信念的影響。研究工具採自編問卷，針對大台北地區141位國民中學英語老師與214位國民中學學生進行抽樣及問卷施測。資料分析採用SPSS 18.0版本，並將所得的資料以次數分配、百分比、平均數、獨立樣本t檢定及單因子變異數分析進行資料分析。本研究的主要結論如下： 一、老師與學生都相信文法教學與錯誤訂正很重要，但是溝通能力更重要。 二、老師與學生都表示最喜歡團體口語練習，其次是團體書寫練習、個人書寫練習，最後才是個人口語練習。 三、學生比老師更重視文法教學和錯誤訂正，而老師比學生更重視文法練習。 四、學生比老師更肯定同儕訂正，並相信錯誤訂正對當事人與同儕都有益。 五、學生認為口語錯誤和書寫錯誤都需要即時訂正，而老師認為只有書寫錯誤一定要訂正，但口語錯誤只要不影響溝通便不需訂正。 六、老師的性別、年資、學歷與主修科系會影響其文法教學與錯誤訂正的信念。 七、學生的性別、年級、生活經驗與學習經歷會影響其文法教學與錯誤訂正的信念。 根據上述研究結論，本研究針對國民中學英語教師、教育行政主管機關及後續研究提出具體建議。 關鍵字：教師信念、學生信念、文法教學、錯誤訂正 / Grammar instruction and error correction have always been important elements in class. Understanding students’ and teachers’ beliefs in grammar instruction and error correction is helpful to teaching. The purpose of the study is to investigate (1) similarities and differences between Taiwanese junior high school students’ and teachers’ beliefs in grammar instruction and error correction, (2) background factors that may cause differences in teachers’ beliefs in grammar instruction and error correction, and (3) background factors that may cause differences in students’ beliefs in grammar instruction and error correction. Self-designed questionnaires were distributed to 141 English teachers and 214 students in junior high schools in Great Taipei Area. Number distribution, percentage, average, independent-samples t-test, and one-way ANOVA were adopted to analyze the data collected by the questionnaires. A summary of the results is as follows: 1. Both students and teachers believed that while grammar instruction and error correction are essential, communication is more important. 2. Both students and teachers reported their preference for grammar practicing in the same sequential order of group oral practices, group writing practices, individual writing practices, and individual oral practices. 3. Students valued grammar instruction and error correction more than teachers, while teachers valued grammar practices more than students. 4. Students valued peer correction more than teachers and believed error correction is beneficial to those who make errors and their classmates. 5. Students believed both spoken and written errors need immediate correction. Teachers believed that correcting written errors is necessary, but that there is no need to correct the spoken errors as long as they do not obstruct communication. 6. Teachers’ genders, seniorities, degrees of formal schooling, and their majors were influential to their beliefs in grammar instruction and error correction. 7. Students’ genders, grades, personal experiences, and learning experiences were influential to their beliefs in grammar instruction and error correction. Based on the findings, suggestions are provided for junior high school English teachers, educational institutions and researchers of related topics. Keywords: teachers’ beliefs, students’ beliefs, grammar instruction, error correction

国立情報学研究所で電子化したコンテンツを使用している。

京都大学 / 新制・論文博士 / 博士(文学) / 乙第13391号 / 論文博第653号 / 新制||文||705(附属図書館) / 京都大学大学院文学研究科言語学専攻 / (主査)教授 定延 利之, 准教授 千田 俊太郎, 准教授 CATT Adam Alvah / 学位規則第4条第2項該当 / Doctor of Letters / Kyoto University / DGAM

京都大学 / 0048 / 新制・課程博士 / 博士(人間・環境学) / 甲第21182号 / 人博第854号 / 新制||人||204(附属図書館) / 29||人博||854(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)教授 谷口 一美, 教授 服部 文昭, 准教授 守田 貴弘, 教授 山梨 正明 / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DFAM

本論文探討的主題有四：（一）陳述中文文法手語與台灣自然手語各語言層級結構的異同，並探查兩套手語系統結構差異部分的語言溝通效率與語意清晰度；（二）瞭解受試者兩套手語系統的語言能力及其語言使用情形；（三）調取受試者對兩套手語系統的語言刻板印象與手語政策態度；（四）探討現階段手語政策的實施。 本論文包含量化與質化的研究方法，研究對象為年滿十八歲、居住在大台北地區、且以手語為主要使用語言之聽覺障礙者。量化研究包含手語結構評估問卷及手語使用情形與語言態度問卷。受試者須先完成結構評估測驗，才進行手語使用情形與語言態度問卷之填答。手語結構評估問卷針對兩套手語系統之迅速程度、模糊程度、與歧異程度加以測試。語言結構評估項目共有基本詞彙、詞組、時貌、副詞、簡單句型、複句句型、與篇章等七大類共一百九十四項，以影片方式呈現。受試者每觀看完一項評估項目，即立刻根據影片內容回答問卷上之題目。語言使用情形與語言態度問卷則探查受試者手語能力、手語使用、及語言態度。本論文以非機率抽樣的滾雪球抽樣方式進行量化問卷的發放，共回收75份有效樣本，進行無母數統計分析。質化研究以深入訪談方式進行，以立意抽樣方式共訪問六名受訪者，重點在探查量化問卷所發現的結果之原因。 研究結果顯示，在結構評估測驗中，除了詞組與簡單句型之遞繫句之外，自然手語的溝通效率與語意清晰度皆高於文法手語。受試者的兩套手語系統能力均等，且兩套手語使用頻率主要決定於談話對象的語言使用。語言刻板印象與手語政策態度的調查結果顯示，受試者對自然手語有較高的評價。 依據研究結果，本論文建議現階段手語政策應調整其語言規劃方針，將自然手語納入啟聰學校正式教學語言。對未來手語政策規劃之建議為：研訂相關法令、設立專職機構、擴充手語詞彙並編撰手語字典、明訂啟聰學校教師教學溝通政策與鑑定教師手語能力、培育專業手語翻譯人才、設置手語相關節目並提供無溝通障礙環境、獎勵手語研究與推廣工作、增設相關系所。 關鍵字：台灣自然手語、中文文法手語、語言態度、語言政策 / This thesis aims to (1) compares the language structure of Chinese Signed Language (CSL) with Taiwan Sign Language (TSL), and investigates the efficiency, vagueness, and ambiguity of these two language systems; (2) to provide a preliminary evaluation of the implementation of Sign Language Policy in Taiwan through an investigation of the deaf’s proficiency in CSL and TSL, their use of them, and their attitudes toward both these two linguistic systems and the related policy. Both quantitative and qualitative analyses are adopted. Quantitative analysis includes two tests. On “structure evaluation test,” the efficiency, vagueness, and ambiguity of CSL and TSL are investigated. Evaluated items are taped into 194 segments of films, distributed on 7 linguistic levels, including lexical items, phrases, tense, adverbs, simple sentences, complex sentences, and discourse. Subjects are required to answer the questionnaire immediately after each test item is shown. “Sign language use and attitude questionnaire” is to elicit the deaf’s language proficiency, language use, and language attitudes. 75 questionnaires are collected through nonprobability sampling and nonparamentric statistical test with all the subjects being deaf adults who live in Taipei area and use sign language for communication. For qualitative analysis, 6 informants were interviewed through judgemental samplings to interpret the results of the questionnaires. The results of statistic tests indicate that TSL is more efficient, less vague and less ambiguous than CSL. Moreover, the subjects’ proficiency in the two sign language systems are equally good and their frequency of language use are decided by their interlocutors. As to their attitudes toward the two sign languages and the related language policy, all the subjects show support to TSL. Based on the findings from the quantitative and qualitative analysis, suggestions are given as follows. Legislate the law. Establish a government institution, institute lexicology, set the instructional language of the deaf school and evaluate the proficiency of deaf school teachers. Train the interpreters and provide communication unimpediment environment. Investigate sign language research, and plant institution. Key words: Taiwan Sign Language, Chinese Signed Language, language attitude, language policy

在中日文裡要表達某個物體的上方空間時，都會使用「上」這個字。因此中國人學日文或是日本人學中文時，往往會認為中日文的「上」是完全的對應。但仔細觀察中日文中關於「上」的例子，我們可發現很多實例並非呈現一對一的對應關係。本論文主要目的在以中日對照研究的立場，應用認知語言學的形象圖式及形象圖式轉換與隱喻和轉喻理論解釋中日文「上」的多義和語義延伸的現象，並描繪出中日文「上」的語義網絡。 本論文共分成五章。第一章，概述研究動機和方法及研究範圍。第二章，藉由形象圖式理論分析中文「上」的基本空間意義及延伸的意義。第三章，藉由形象圖式理論分析日文「上」的基本空間意義及延伸的意義。第四章，比較中日文「上」的共通點及相異點，並透過圖表來清楚呈現出其對應關係。第五章，本論文的總結，繪出中日文「上」的語義網絡，並提出本論文今後研究的課題。 【關鍵字】：認知語言學、形象圖式、被觀察者、參考體、語義延伸、隱喻、轉喻、文法化 / 中国語と日本語で〈ある物体の上部・上方〉といった空間を表現する際、中国語でも日本語でも同じ「上」という漢字を用いる。このため、日本語を学ぶ中国語母語話者、また中国語を学ぶ日本語母語話者が、日本語の「Nの上」と中国語の「N＋上」を一義的に対応させて使用してしまうケースが多い。しかし、実際の用例を見ると「Nの上」と「N＋上」が一義的に対応しない場合が多数存在する。そこで、本稿では「上」を取り上げ、認知言語学の考え方を導入して、日中対照研究の立場から、その共通点・相違点を比較し、日中両語の対応関係を明らかにすることを目的とする。また、認知言語学の意味拡張の概念を用い、その意味・用法がどのような認知プロセスを経て生まれたものであるのかを図示で解明してみたい。 　本稿は五つの章からなる。第1章は序論である。第2章では、中国語のプロトタイプ的意味とその拡張された意味を論じる。第3章では、日本語のプロトタイプ的意味とその拡張された意味を論じる。第4章では、対照研究を通じて、日本語と中国語の対応関係を論じる。第5章は、分析した結果をまとめ、今後の研究の方向と課題を述べる。 【キーワード】：認知言語学、イメージ・スキーマ、トラジェクター、ランドマーク、意味拡張、メタファー、メトニミー、文法化

本論文提供了一個句子重組試題編製的環境，協助教師編製句子重組試題，同時學生也能夠在此編製環境中練習句子重組試題。 句子重組試題即是要求學生把試題給的一組詞彙組合成特定詞序的正確語句之題型，該試題類型可以檢驗學生對於句型和文法的知識。然而試題所給的詞彙集合往往除了可以組合成教師想要學生回答的正確語句之外，也可以組合成其它的合法語句。為了能辨識學生的回答，把這些合法語句以人工方式逐一建置為答案卻對出題教師造成了負擔。 我們建構了一個電腦輔助句子重組試題編製的環境來減輕出題教師的負擔。為了讓電腦可以恰當地判斷學生的回答，我們的編製環境限制了試題詞彙集的相對位置，藉此約束學生只能排出教師預設的特定答案。同時在出題教師建置試題答案時，我們的編製環境也試圖提供所有可能的合法詞序之語句，供出題教師參考。但本論文的研究經驗顯示要自動協助出題教師預示所有可能的合法詞序之語句卻是一件艱難的工作，而且這一研究問題與語法學有密切關係。 本論文以基礎詞組為主軸，透過合併詞組和史丹佛剖析器的操作建構出英文句子重組試題編製環境，供教師編輯與學生練習。同時，我們在論文中也提報了中文句子重組試題編製環境的初步探討。 / This thesis presents a computer assisted environment for authoring test items for sentence reconstruction. Not only the teacher can author the test items for sentence reconstruction, but also the student can practice the test items in this environment. A test item for sentence reconstruction asks the student to arrange the shuffled words in a correct order, and this type of tests can examine the knowledge of sentence patterns and grammars of the student. However, the rearranged sentence may match with not only the correct sentence that the teacher wants but also other sentences which are legal. But enumerating all possible legal and acceptable answers for judging the answer of the student manually makes the teacher taking a big load. We construct a computer assisted environment for authoring test items for sentence reconstruction to lighten the load of the teacher. For the purpose of judging the answer of the student by a computer easily, the relative locations of the words are restricted so that we can restrict the sentences that the student arranges. When the teacher provides the correct answers, we try to find and return all of the sentences which may be legal for the teacher's consideration. However, our experience shows that it is difficult to find all of the legal sentences for a given set of words, and this problem associates closely with a certain syntactic research work. This thesis depends on basic word groups to construct an environment of test item authoring for English sentence reconstruction by merging word groups and using the Stanford Parser, and report an initial study of an environment of test item preparation for Chinese sentence reconstruction.

University of Macau / Faculty of Law

University of Macau / Faculty of Law