本論文研究以｢間接抱怨的反應｣的語言行為為研究方向；一方面以跨文化語用學的探討為主，研究母語為中文的台灣人與母語為美語的美國人語言行為之差異，藉以探討該語言行為的文化普遍性、獨特性；另一方面是以外語語用學的探討為主，研究台灣大專生學習美語的外語行為是否接近母語為英語的美國人，以深究研究對象的語用轉移現象。研究的四組受試人分別為36位以英語為母語的美國大學生、36位以中文為母語且以中文為學習主要媒介的台灣的大學生、36位英語學習程度較佳的台灣大學生、36位英語學習程度中等的台灣大學生。蒐集語言資料的工具是語言言談情境問卷(Discourse Completion Task，簡稱DCT)，依照蒐集到的語料進行量化、質化的資料分析。研究結果顯示：四組研究對象皆傾向以憐憫策略來回應間接抱怨。然而以兩項研究變項(性別與社交關係)來進一步討論時，研究結果呈現不同的策略使用：以中文為母語和英語學習程度較佳的台灣大學生這兩個研究對象趨於以沉默或是轉移話題來回應女性陌生人的間接抱怨，但是英語學習程度較中等的台灣大學生，卻是較常使用建議策略來回覆陌生人。再者，探究研究對象們的語用標記時，英語學習者常轉化中文的發語詞於英語表達中，相較於以英語為母語的美國大學生，他們的語用句型也較為簡化。根據研究結果與探討，英語學習者們的英語學習程度高低並不與其語用表現成正比，這論述可以呼應語用知識是有別於語言知識的概念。故在英語為外語教學上，除了英語能力的提升外，學習者應能有機會體驗不同情境下的語用表現，自覺性的討論出該表現背後的不同文化意涵，進而提升其對母語文化以及目標語文化所該具有的知識與內涵。 / This study investigated response strategies to indirect complaints (IC). On the one hand, it explored the cross-cultural differences in speech behaviors between native Mandarin Chinese speakers and native American English speakers. On the other hand, it examined EFL learners’ IC response behaviors in Taiwan. Four participant groups were invited in this study: 36 native speakers of American English living in the United States, 36 native Mandarin Chinese speakers living in Taiwan, 36 EFL learners with high English proficiency level, and 36 EFL learners with intermediate English proficiency level. Their language data were collected through designed Discourse Completion Test (DCT). Both quantitative and qualitative analyses were conducted to deal with the collected data. The research results indicated that the commiseration strategy was mostly used by all four participant groups. Yet, taking the two independent variables (gender and social-distance relationships) into consideration, informative results were found across different groups. The two groups of native Chinese speakers and EFL learners with high English proficiency level applied off strategy to their female strangers’ indirect complaints. On the contrary, the group of EFL learners with intermediate English proficiency level used more advice strategy to their strangers’ indirect complaints. Furthermore, negative transfer was found in the EFL learners’ linguistic realization to achieve illocutionary forces, including pragmatic markers and simplified sentential expressions. The research findings implied that there was not any positive relationship between language learners’ linguistic abilities and their pragmatic performance. The implicature is correlated with the concept that pragmatic knowledge is distinct from linguistic knowledge. Thus, in EFL courses, language learners should be provided opportunities to consciously explore different cultural meanings behind speech act behaviors.

現代的行銷管道已經不同於以往，不會只透過單一的行銷管道與消費者做溝通；相反的，行銷人員較常使用整合行銷溝通的方式，透過全方位的溝通媒介，向消費者傳遞廣告資訊。除了傳統的溝通媒介以外，更誕生了不同的新興媒體，像是Youtube影片行銷、論壇口碑行銷等等。本研究將鎖定在美妝產業，並研究新興媒體之一的Youtube平台，探討消費者觀看美妝Youtube的動機，以及廠商利用Youtube業配影片對於消費者購買意願的影響究竟為何。本研究盼給予未來品牌商找Youtuber合作影片實務上的建議。 本研究使用質化訪談焦點團體的方式，訪談對象篩選標準為平常會觀看美妝Youtuber且擁有上妝習慣的女性消費者，以四人一組的方式，總共進行一場前測，兩場正式測驗，共訪談12位女性，研究結果歸納如下： 1. 觀看美妝Youtube的動機為獲得產品新知識、使用心得和學習化妝技巧。 2. 教學性的內容行銷業配影片較受觀看者喜愛，並可以減少對於業配影片的排斥感。 3. 教學性的業配影片同時有要加強產品的介紹以免模糊焦點。 4. 觀看者很在乎Youtuber是否具有「誠懇」、「親和力」、「相似性」、「聲音真誠」等特質。 根據研究結果，本研究將針對Youtuber和品牌廠商提供實務建議，同時也提供未來研究參考。 / Marketing channels have evolved over the years. Nowadays, marketers can use a number of channels to communicate with and approach their target consumers. While the word of mouth (WOM) has always been the way to promote a product, new ways of Integrated Marketing Communications, such as the use of Social Media including Facebook, Instagram, and YouTube, have widened the reach of marketers and product endorsements. Thus, this thesis focuses on one of the new marketing channels - YouTube Marketing, particularly studying Youtube videos in the Beauty Industry. The study aims to find out what motivates a consumer to watch videos made by Beauty YouTubers, and whether video sponsorships influence a consumer’s willingness to purchase the merchandise. This study adopts focus group interviews to collect qualitative data. Individuals who have make-up everyday and frequently watch Beauty Youtube Videos were invited to be the respondents. We arranged four people in a group, and there are one pre-test interview and two official interviews, the amount of interviewees are twelve in total. Results and discussions are summarized as follows: A. The motivation of watching Beauty YouTubers’ videos are getting new product information, reviews and learning makeup skills. B. People prefer the sponsored videos with educational contents as it decreases their boredom toward sponsored videos. C. To avoid blurring the focus, sponsored videos with educational content should enhance the details of product usage and characteristics. D. Those Beauty YouTubers who are considered persuasive by YouTube Viewers have the following characteristics: Honesty, affinity, similarity, and sincere tones and attitudes. The study provided pratical advice, notes, and tips for YouTubers, Beauty Brands, as well as further research suggestions on the new channel of social media marketing.

中央研究院被認為是我國最高學術機構，院內一級單位主管皆由研究人員兼任。本研究旨在探討中央研究院學術研究人員兼任行政主管的領導風格與所屬單位員工組織溝通與行政效能的關聯性，並採用問卷調查法中的配額抽樣方式，行政單位發出105份，研究單位則發出310份，合計為415份。問卷回收共計315份，其中有效問卷數為293份，可用率為93.01%。 經分析結果得出以下結論：中央研究院由研究人員兼任行政主管之所屬單位員工對於主管的領導風格、組織溝通與行政效能的感受平均得分分別為3.48、3.31、3.95，位於「李克特五點尺度法」的中上但未達同意程度。其次，組織溝通的「正式溝通」與行政效能之間具有顯著之正向關係。由此可知，中央研究院由研究人員兼任行政主管所屬單位員工的正式溝通感受程度愈高，其行政效能的知覺程度亦會愈高。最後，主管的「轉換型領導」與「交易型領導」對於組織溝通的「正式溝通」與行政效能之間具有正向之調節效果，但對於不同社會屬性特徵員工與行政效能之間則不具有調節效果。 根據研究結果，本研究提出四項實務建議，以增進單位員工的行政效能。包括：主管對於部屬應加強個別關懷及提供教育訓練、對待部屬應賞罰分明、強化與部屬之間的溝通管道以及兼任行政主管應善盡主管之職責。 / The Academia Sinica is considered the highest academic institution of the country. The researchers hold the concurrent post as the highest administration positions at the director level. The purpose of this research is to analyze the relationship of the academic researcher with administrative director’s leadership style, organizational communication, and administrative effectiveness. The method of Quota Sampling is used to distribute questionnaires to the staff. There are a total of 415 questionnaires: 105 of which are given to the administrative staff and 310 are given to the research staff. In total, there are 315 questionnaires collected and 293 of them, 93.01%, are considered as valid. There are several conclusions drawn from the analysis of the research. First, the average score of the administrators’ leadership style, organizational communication, and administrative effectiveness is 3.48, 3.31, 3.95, is located to “Likert scale” in the upper but not agree with the degree. Secondly, there is a positive relationship between the formal communication and administrative effectiveness. Lastly, administrators’ transforming leadership and transactional leadership positively moderated the relationship between formal communication and administrative effectiveness, but there is no moderating effect on the relationship between the staff’s social and demographical background and administrative effectiveness. Based on the conclusions, four practical recommendations are proposed to further enhance the administrative effectiveness: (1) The administrative director should pay more attention to the individual subordinate, and provide training programs to the staff. (2) The administrative director should have a very clear award and punishment system. (3) The administrative director should better communicate with the staff. (4) Academic researchers with administrative responsibilities should fulfill his administrative responsibility.

This research adds further knowledge to the crisis communication field by studying the Samsung Galaxy Note 7 issue that occurred in 2016. It focuses on social media and specifically on Facebook. This research uses Situational Crisis Communication Theory (SCCT) from Coombs in order to determine which strategies Samsung used to solve the crisis in France and in the United-States. The results showed that Samsung used Corrective Action and Ingratiation in France and added Full Apology in the United-States. This research also analyses the different comments from Samsung’s customers posted on Facebook: Samsung France and Samsung Mobile USA. Comments have been classified according to a set of emotions that help us understand the customer’s reactions to Samsung strategies. Findings showed that customers mainly experienced anger, outrage, disappointment, anxiety, neutral emotion and/or sympathy at different stage of the crisis and according to the country analyzed. Finally, this study explains why Samsung used different strategies in France and in the United States through Hofstede’s Cultural Dimensions Theory guidance. Results show that Power Distance, Individualism vs Collectivism, and Uncertainty Avoidance can be reasons why Samsung adapted their strategies. Marketers should keep in mind that a crisis can strike a company at any time and that strategies and messages should be fully adapted to countries’ culture. This study gives extensive explanation of Samsung Galaxy Note 7 crisis and help to marketers to better understand the stakes and strategies for a company’s crisis communication.

「溝通」為語言學習的主要目的，如何能使中級華語學習者自然流暢地表達個人觀點並更貼近母語人士的語言習慣是本研究所探討的議題。研究顯示「電影」應用於第二語言教材可以幫助學習者提升溝通能力，更可持續激發語言學習的興趣。然而台灣目前使用電影主要以文化課程輔助進行，尚未規劃專門的電影華語課程，且普遍以成人為主教學對象。 因此本文主要探討如何應用華語電影於青少年華語課程，並分析華語電影教材的學習成效。本研究採用文獻回顧探究電影教學相關研究、中英教學中的電影教學發展、青少年華語教學、教學法與教學模式，以第二章節作為理論架構，依據此架構設計電影華語課程並實際執行。研究結果顯示使用溝通式教學法所延伸的教學活動，同時搭配ADDIE教學模式能有效地將電影教材應用於華語課程中，不僅符合學習者的學習需求，更使教學更具系統性。研究者依電影主題歸納成11種類型，針對青少年學習者選取「愛情類」、「勵志類」類型，以此兩種主題作為框架列舉出20部適合用於華語課程的電影，另外參考電影作為第二語言教材的標準，制定5項華語電影選取原則提供教學者參考。回饋結果顯示，學習者認為電影華語課程能提升聽、說能力，其次為閱讀能力，最後為寫作能力。整體而言，青少年學習者對於電影運用於語言課程中抱持正面的看法，大部分的學習者表示喜愛電影主題和課程中所討論的話題，透過課程中不斷地問答和多元的任務練習活動，學習者溝通時能以自然的表達方式和他人交流想法，並以尊重、包容和分享的情懷欣賞跨文化的議題。最後，研究者於文末提供未來電影華語教學之研究建議。 / Communication is the main purpose of language learning. This research is concerned about how to assist intermediate-level learners in expressing fluently and using the language according to the native speaker's habits. Research shows that using “ Film” can help to improve the communicative ability of the learners, which can also trigger more interest in language learning. However, the use of films for teaching Chinese in Taiwan is limited to culture classes of the adult, not planned for specialized classes. Hence, the main purpose of this research is to analyze how to apply Chinese films in adolescent Chinese courses, and the effect of Chinese film courses. The method of this research is based on the literature review in both teaching Chinese and English by using film, teaching Chinese for adolescent, teaching method and teaching model. Through this framework, the author has planned and implemented the lesson on teaching Chinese through Chinese films. The result has shown that using Communicative Language Teaching and ADDIE teaching model at the same time can incorporate film materials into courses more effectively. According to the film genre, the author has classified 11 types of films, analyzed romance and inspiration topic for adolescent learners, listed 20 films through which are suitable for Chinese courses. Besides, this research has drawn up 5 criteria for selecting Chinese films. The result of the survey has shown that listening and speaking ability can be increased after courses, but not much practice on reading and writing ability. Overall, using film as class material receives a very positive feedback from adolescent learners. Most of the learners show their high interest in themes and topics of the courses, learners can share ideas and express themselves naturally with others through diverse tasks in the class. Meanwhile learning to show respect to different cultures in cross-cultural issues. Pedagogical implications and suggestions for further research are included at the end of this thesis.

一般研究兩岸經貿互動的論文，依其研究主題的不同，大致上可以歸納為幾個方式或 途徑，這些研究主題本身並不一定具備相斥的要件： 1.以「國家的整合模式」為主題的研究包括一些立於國際體系和國際關係理論範疇的 學派(Federalism)、溝通學派(The Communication Approach)、新功能學派 (Neo-functionalism) 等等為主體，研究台海兩岸在彼此交流的「整合」之過程，互 動的主體則集中於兩岸的政治菁英分子，並強調其扮演的角色和共識觀念的取得。 2.以「經貿交流的結構性分析」為主題的研究包括商品名目的、實質數量的、依賴程 度的計算和分析模式，以貿易理論和若干相關經濟基礎為前題，研究兩岸經貿發展的 內容和實質結構。 3.以「政策和策略分析為主體」為主題的研究包括政策的、戰略的、策略性的研究， 以政策的付諸實行，在實用上的功能、可行性、意義... 等等為主，研究一實際的、 可行的、適切的政策內容。 另外尚有部分係以國際政治經濟學、傳播理論為理論基礎的研究。惟研究之目標大致 亦不脫前述三項主題範圍。

各章節內容如下： 第一章：緒論－研究動機、研究架構與研究方法。 第二章：企業部門－青年創業的企程與問題分析，及創業對社會、經濟之貢獻。 第三章：企業部門與輔導體系之間的溝通系統－創業者對輔導辨法之需求與期望及輔 導辨法之對外宣傳溝通。 第四章：政府部門－輔導制度的目標設定，詳細規劃，及執行動作情形。 第五章：輔導工作之事後評估－包括有形的經濟成長建設及無形的社會心理建設兩方 面，并對其癥結檢討分析。 第六章：結論與建議。

這篇論文的目的是為盧曼社會系統理論中的一個難題提供可能的解決之道。此難題即為：社會系統既是去主體化的，又是主體化的。這個難題的出現，乃肇因於盧曼認為系統既是自我透明的，也是自我不透明的，既是環境透明的，也是環境不透明的。這兩種弔詭就是盧曼社會系統理論的自我同一性弔詭與環境同一性弔詭。因此，為了解決社會系統理論的去主體化問題，首先就必須解決自我同一性弔詭與環境同一性弔詭。對此，我們建議從盧曼與胡塞爾的比較開始。藉由此種比較以及隨之而來的清洗與重組，我們可以從他們那裡擷取有利於解決上述弔詭的概念與命題。這些概念與命題是：一、存在著諸系統；二、新的觀察概念：構造；三、社會作為內在於意識系統中的社會行動秩序，而溝通系統則作為內在於理解系統中的社會溝通秩序。 / This thesis is aimed at solving a dilemma in Luhmann's theory of social systems.The delimma is: social systems are both desubjectized and subjectized. This is because in Luhmann's theory, they are both transparent and intransparent to itself, and the environments are both transparent and intransparent to systems. These two paradoxes are self-identity paradox and environment-identity paradox. Therefore, if we want to solve the problem of desubjectization in Luhmann's theory, we must solve the self-identity paradox and environment-identity paradox at first. We suggest that it can begin with the comparison between Luhmann and Husserl. Through this comparison, and correspondingly, cleaning and recombination, we can take concepts and propositions which can be used for resolving the above-mentioned paradoxes. The concepts and propositions are: 1. there are systems; 2. new concept of observation; and 3. society as the order of social actions in a consciousness system, and communication system as the order of social communications in a understanding system.

首長特別費事件演變至今，焦點都被導向高度抽象的政治議題，民間失去發言或制衡的空間，讓許多深刻值得探問的價值問題，陷入無法討論的困境，但本文要追問的根本問題是：法律，對現今台灣的民眾來說，所代表的意義是什麼？是把法律看成一種限制他們行動領域的規範，對法律採取一種戰戰兢兢算計犯法後果的策略性態度？還是把法律視為一種具正當性與有效性的行為規範，發自內心對法律採取尊重的態度？算計自己最大的利益，真的就是我們人類追求理性的最終結果嗎？如何縮小這些鴻溝，或許就是我們該戮力的地方。 哈伯瑪斯認為法律取得其正當性，與溝通行動之間具有相似的結構性，所以力主引進「溝通理性」，作為法規範產生及運用的構成基礎。但從法律理論的角度來看，哈氏認為現代法律秩序要從「自決」這個概念獲得其正當性，而且公民應從論述或審議的模式切入，同時把自己理解為所要服從的法律的承受者及創制者。對於裁判理性，哈氏曾針對四種具代表性的不同法律理論見解提出批判，主要為法律詮釋學、法律實在論、法律實證論，以及Dworkin的融貫理論，最後他提出自己所主張的程序法典範的法律觀。哈氏認為現代法制史中，運用得最成功的法律典範，是今日依然相互競爭的兩種法律典範，一是形式法的典範，另一種是實質法的典範，但哈氏認為這兩種典範都有所不足，所以主張要採取言說理論視角的第三種法律典範—程序法典範，來理解與解決二十世紀末出現的社會困境。 在現今充斥「語言暴力」、「策略性語言」、「意識型態扭曲」的社會中，言說的有效檢驗，對現況的釐清確有助益，但問題是如何進行？所以，本文嘗試從理解哈伯瑪斯的言說理論為核心，來討論法律與其同屬之社會文化間的關係。同時，藉由哈氏所提之「生活界與系統界」的概念，探求法律在社會整合中所扮演的媒介角色，探討法律的生成與溝通行動何以密不可分？最後，論證法律的正當性，主要是來自以溝通言說為基礎，所達致的同意與共識。 / Since the broke out of the special funds affair of Taipei mayor, the focus has been on highly abstract political issues; the value questions, which were profound and worth inquiring, fell into difficult position and were unable to discuss. This paper closely examines the basic question: what the meaning of the law ought to be? What significant value the law should represent? Should it be an instrument or an institution; should it be developed in a strategic or communicative way; and should it be rules and regulation laid down by the authority or the normative commitment of the citizens. Habermas thought the law obtains its legitimacy through real communication and therefore the “communicative rationality” is the foundation of the law. From the perspective of legal theory, Habermas thinks modern legal order must “be self determined” to obtain its legitimacy; moreover, the citizen should elaborate and judge the making of the law through participation and communication. Habermas thus criticizes four well-known theories of law, i.e., legal realism, legal empiricism, legal positivism and Dworkin’s coherence theory. He then asserts his own proceduralist paradigm of law. Habermas believes that in the history of modern law, the most successful legal paradigms are still in competition today – one is the paradigm of the positive law, the other is the paradigm of substantive law. However, he believes both paradigms are inadequate, so he asserts the necessity of a third legal paradigm, which emphasizes the discourse theory perspective – the proceduralist paradigm of law to understand and resolve the social difficulties. Reacting to the flooding “language violence,” “strategic language,” “ideological twisting” in the society of nowadays, effective evaluation of discourse can certainly help in clarifying the present situation, but the question is how to carry on? This article attempts to answer the question by studying the discourse theory of Habermas as the core, and discuss the relationship between law and the social culture to which it belongs. At the same time, with Habermasian concept of “the lifeworld and the system”, this paper seeks to evaluate the medium role of law in social integration to assess the reason for the intimacy between legal formation and communicative action. Finally, this paper argues that the legitimacy of law primarily comes from communicative discourse that serves as a basis to reach agreement and consensus. Keywords: mayoral special funds, Habermas, legal validity, legitimacy, communicative reason, the lifeworld and the system , legal validity theory of discourse, Proceduralist paradigm of law

本論文探討以實境學習觀點來培訓技職校院學生英語口語溝通能力的教學設計與實施。由於技職校院學生英語程度較弱，乃根據實境學習理論中的認知學徒見習期 (cognitive apprenticeship)的二個階段:觀察期(observation)及實作期(practice)來設計教學。在觀察期階段中，藉由觀賞英文電影讓學生觀察英語母語使用者之真實口語溝通情境及技巧；在實作期階段中，則指導學生為電影片段配音，目的在以影片做為前導與幫助(scaffold)，使學生在真實語言情境中建立英語口語溝通能力。本研究設計採用設計型研究（Design-based research）探討學生在此電影教學中的知覺及反應，研究結果顯示學生對電影配音活動的反應良好，例如能在其中觀摩英語母語使用者之口語技巧，較容易記得影片中英文單字及句子，以及建立開口說英語的自信與勇氣。 / This study is a design-based research focusing on the application of situated learning perspectives to the EFL classroom for the development of English oral communicative competence. Situated learning theory features cognitive apprenticeship, a learning process in which an apprentice learns a skill or knowledge from a master through the observation of expert process and practice with scaffolds (Brown, Collins, & Duguid, 1989; Lave & Wenger, 1991). In this study, a teaching project based on film dubbing activities was designed and implemented to 39 vocational college students, who were classified as lower-level EFL learners due to their limited English proficiency, with the purpose of developing their English oral communicative competence through cognitive apprenticeship. Film clips were viewed and instructed in class to provide the students with access to the social context of oral communication by native English speakers. After the students observed the expert process in the film clips, they were instructed to execute film dubbing tasks, in which they practiced oral skills with the scaffolds of the audio-visual presentation in the film clips. As a qualitative case study, the purpose of this study is to explore the students’ learning experiences, including their perceptions and reactions, in the teaching project. The research results reveal the students’ overall positive reactions to the film dubbing activities; for example, they were impressed by the opportunities to make close observation of real English use by native English speakers; they found it easier to remember English vocabulary and sentences through film dubbing activities; and they became more confident in speaking English.