二十世紀中葉以降，英俄語接觸愈顯頻繁，俄語除了以音譯和轉寫方式「借用」英語詞彙外，也開始大量以自有材料「仿造」（即直譯）英語成語。因此，本論文欲探討仿造成語（包括半仿造成語）在俄語中同化的情形，借助詞典、電子媒體、語料庫等媒介深入分析原型成語和仿造成語之間的形式差異，以及仿造成語在俄語中的語義發展，判斷其語義相對於原型成語而言是擴大、縮小或不變。接著，本論文分成形式和語義兩大研究主線，探討英語成語進入俄語後的使用情形，以及對俄語語義系統的影響。形式方面，討論仿造成語在各語言層面（語音、詞彙、構詞、詞法和句法）出現的形式變體，並探究各種變體出現的原因。語義方面，分析成語仿造所引發的組成詞語義變化，討論組成詞如何吸收英語語義，而此新語義如何擴散至組成詞的構詞族。本論文預期能豐富外語影響的研究視野，提供相關研究者、俄語教學者和學習者之參考。

蘇聯時期性質單一的「意識型菁英」在戈巴契夫的政經改革下開始分化成政治菁英與經濟菁英兩大類。到了葉爾欽時期，由於國家制度不彰、政府職能紊亂以及聯邦從屬關係被破壞，再加上總統本人執政後期健康情形不佳而導致大權旁落等緣故，造成各方菁英團體為了自身利益而彼此傾軋不已，也形成了以地方勢力、反對派政黨以及經濟寡頭為箭頭的「分散型菁英」。進入普丁時期，新執政者承繼了前朝唯一「正面」的遺緒 –「集權總統制」，再佐以個人的施政風格與高人氣支持，於第一任期內便大抵完成收編菁英的政治改革：於新設立的七大聯邦區派駐聯邦權力代理人 – 總統全權代表；改革聯邦委員會以削弱地方首長勢力；組建權力黨「統一俄羅斯黨」 並掌控國家杜馬。而在「共識型菁英」的氛圍下，作為普丁政權主要幹部甄補來源的「聖彼得堡幫」成員當中，又以所謂的「強力部門幹部」為大宗。其軍警情治背景與國家治理手法不僅為普丁治下的俄羅斯型塑了「軍事政體」的外觀，更讓後共俄羅斯或多或少出現了「蘇維埃化」的傾向。 / The single-natured “ideocratic elite” of the Soviet Union begins to differentiate into political and economic elite under the impact of Gorbachev’s reforms. After the disintegration of the Soviet Union, Yeltsin’s elites jostled with each other for their interests and transformed into the “fragmented elite,” characterized by regional leaders, opposition parties and economic oligarchs. This occurred due to the malfunction of state institutions, disorder of government functions, destruction of central-peripheral relations and the regency by the President’s cronies during his illness in the second term. Later in Putin’s Russia, with the only “positive” legacy – “authoritarian presidential rule” that the new ruler inherits from his predecessor as well as his own personal ruling styles and high popularity, Putin achieves the approximate incorporation of Russian elites with the political reforms in his first term, including the delegation of Presidential Plenipotentiary Envoys as federal agents in the seven new federal districts, the weakening of regional elites by reforming the Federation Council, and the seizure of the State Duma with the party of power – “United Russia.” Under the atmosphere of the “consensual elite,” the “Petersburgers” – especially the so-called “siloviki” – constitute the main source of cadre recruitment in Putin’s Russia. The security-intelligence background and state governance tactics of these siloviki not only mold the façade of “militocracy” for Putin’s regime, but more or less contribute to the tendency of “sovietization” in post-communist Russia.

2009年臺灣是全球少子女化最嚴重的國家，家長對子女的期望提升，這些獨生子女的家長對英語安親班的選擇之決策行為情況，為值得探究的議題。本研究旨在探討，在教育市場化的趨勢下，影響國小學生家長選擇子女英語安親班之決策行為之因素。 本研究採質化研究之半結構訪談，立意抽樣12位受訪家長。 研究結果發現： 一、受訪者子女每週上英語次數、時數及每月英語教育費用支出有極大的差異性；對英語安親班選擇各有偏好。 二、家長對孩子期望及早、主動與持續補英語，以期具備良好英文能力。 三、家長認同英文很重要，有利升學、深造，具國際觀，並可增強職場競爭力。四、絕大多數家長本身有能力教而不教，是希望給與子女最適當的學習安排。 五、美語安親班所學遠遠超過在校所學；家長藉由親友及家長之口耳相傳，作為取得英語安親班之訊息最重要來源。 六、決策偏好評估因素為：師資穩定性高及教學經驗豐富；母語是英文之外師教導子女發音純正之道地英文；按照個人程度能力分班；教材使用美國教科書；地點方便性、時間適切性；解決個別家長安親問題；費用合理；在安全及說英語的小班制環境下自然學習。  根據研究發現，本研究做出以下建議： 一、家長須認清英語為外語，子女學習英語完全仰賴英語安親班是件困難的事，家長需幫助子女養成在日常生活中多聽、多看、多說英語。 二、隨著孩子年紀增長，學習會愈來愈加重與吃力，如何在學習樂趣與作業、測驗、時間排擠間取得一個平衡，讓孩子持續對英語的學習動機及熱情不減，需妥思對策。 三、孩子學習英語之路需要被鼓勵與讚美進而展現自信心，家長唯有與子女共同學習，找出適合的學習策略才是一條可行之路。 四、以全美語教學是英語老師必備之能力，學校英語老師應秀出自己的專業能力使家長明白學校和英語安親班英文老師的教學專業不分軒輊。 五、學校與家長共商最適孩子之英語學習資源，爭取外師到校介紹文化等相關議題，讓學生熟習校園有聽、說英語的環境。 六、英語安親班業者需在每一個家長間建立好口碑，使已就讀英語安親班之家長願意提供好的資訊給有需要的家長。 七、英語安親班業者需花心力於把關教師素質，給外師一個安心的教學環境，使用內容廣泛之美國教材；並注意家長接送子女需求；環境安全及學習英語的氛圍 。 / In 2009, Taiwan was ranked the worst place in the world for its low natality. With rising expectation from parents on their only kids, we consider it a worthy topic to study how these parents decide Bilingual Childcare for their only children. This study mainly explores the key factors that influence parents in choosing Bilingual Childcare for their elementary school kids, under the commercialized trend of education. This study uses half-structuralized interview in a qualitative approach and specifically samples 12 parents as interviewees. The research discloses the following results: 1.There are big differences among their English weekly learning times, learning hours and monthly expenditures to Bilingual Childcare in the interviewees’ children. They have personal preferences for Bilingual Childcare. 2.Parents expect to equip kids with English proficiency by studying English as early as possible, taking initiative in learning English and keeping learning English. 3.Parents consider English crucial; good English ability benefits exams, further (graduate) studies, world view and competence in job market. 4.A good majority of parents can teach kids English, but they would rather arrange the best learning institute for kids. 5.What kids learn at Bilingual Childcare is way over what they get at school; parents regard friend or relative’s introduction and recommendation as an index in choosing Bilingual Childcare. 6.Preference in decision making: teacher’s stability and rich experiences, native speaker’s pronunciation, dividing class by individual’s level, using American textbooks, convenient transportation, suitable time, meeting individual parental needs, fair tuition, and a safe and spontaneous learning in a English speaking small class.   Researcher’s suggestion: 1.Parents should regard English as a foreign language. It’s hard to count all English learning on the Bilingual Childcare. Parents need to make it a rule for kids to listen to, read and speak English in their daily living. 2.Along with their growth and increasing pressure from learning, children need to learn how to strike a time balance among fun, assignments and tests so that their passion for English still remains. 3.In learning English, children needs encouragement and praises to nourish their self-confidence. Parents need to work out a proper learning strategy with their kids. 4.Whole language approach is a necessity for English teachers. Elementary school teachers need to show their profession and convince parents that school is nothing inferior to Bilingual Childcare. 5.School and parents should work together to give kids proper English learning resources, invite native speakers to give cultural guidance and let kids listen to and speak English at school. 6.Bilingual Childcare owner need to have good reports among parents so that they can pass a positive image of Bilingual Childcare to other parents. 7.Bilingual Childcare owners need to control the best quality of teaching, giving native speaking teachers a peaceful environment, generously employing American textbooks, meeting parental needs in transporting kids and making sure of safety and good learning.

本文試圖以鄂豫皖蘇區的例子來說明，共產黨最初必須藉由與地方菁英的合作來深入地方與動員農民，當地方菁英後來成為了共產黨建立群眾政權的阻礙時，張國燾藉由肅反解決了那些桀驁不馴、尾大不掉的地方菁英。但是，這並不意味著共產黨自此之後能夠建立一個真正的群眾政權，由於大多數的群眾對於共產黨仍是缺乏認識與信仰，因此，共產黨依舊必須透過地方菁英來控制群眾與掠奪地方資源。只不過，與前一階段的地方菁英不同，這一批由張國燾所培育的新的地方菁英（有的仍是由舊的地方菁英轉化而來，有的則是自下層群眾提拔上來），較前一階段的地方菁英更為馴服。這就說明了，事實上，共產黨政權與國民黨政權最大的不同，並不在於前者是群眾政權，而後者不是；相反的，兩者其實都必須藉由地方菁英來進行統治，只不過，共產黨比國民黨更懂得如何去控制地方菁英罷了！整個說來，這是一個從合作到控制的過程。

本研究以文本分析方法，剖析現今台灣兒童英語影視媒介教材，如何運用媒介特性、針對兒童閱聽人呈現英語教學的元素及互動性；並以深度訪談方法，探究兒童英語影視媒介教材產製之發展團隊分工與角色、發展策略、製作流程等面向。進一步剖陳在不同互動層次媒介之產製概念重點、差異、與影響因素，以期瞭解台灣兒童英語影視媒介教材之產製現況，為未來兒童英語教學教材製作之參考與依據。 本研究發現兒童英語影視媒介教材之定位為英語輔助教材，目標對象多未明確界定，產製上亦多以製作者面向思考、缺乏使用者觀點。媒介特性為兒童英語影視媒介教材呈現方式、及產製重點之主要考量；市場因素則為兒童英語影視媒介教材在教學設計與發展上的重要障礙。在發展團隊方面，兒童英語影視媒介教材之產製，需結合不同專業人才、不同執行單位，因而強而有力的品質管控者不可或缺；發展團隊的組成、運作、及角色分工，則受該團隊既有產製思維之影響甚深。評估兒童英語影視媒介教材之產製模式，普遍缺乏分析及總結性評鑑階段，亦需應加強製作階段之形成性評鑑、及評鑑後修正之落實。

本研究旨在探討後設認知教學策略對高中生英文作文的學習成效。研究者以桃園縣立永豐高中五年某班中的四十二位學生為對象，進行為時一學期共十五週，每週兩節課的實驗。教學實驗進行之前，全體學生接受研究者改編自Schraw and Dennison (1993)，O’ Neil and Abedi (1996)，Wey(1998) 所編製的後設認知量表，實施後設認知量表前測，並接受作文的前測。研究者根據作文前測的成績區分出能力高、中、低三組於教學實驗結束之後施以訪談。全體學生並於教學實驗結束之後，再度接受後設認知量表與作文的後測。以觀察其在策略教學後英文寫作表現與後設認知行為的差異情形。 本研究主要的發現下： 1.後設認知策略教學的確能夠有效提升高中生的英文寫作能力。 2.後設認知策略教學的確能夠有效增加高中生在英文寫作中的後設認知 程度。 3.高中生英文寫作表現的確與後設認知的成長有正相關。 4.學生對於後設認知策略教學均抱持正面的態度。 有鑑於此，本研究建議高中英文教師應用後設認知教學策略於高中英文作文教學中。 / This researcher explored the effectiveness of the metacognitive strategy instruction in senior high school writers’ performance, based on the theories of metacognitive strategies. Forty-two high school students in Yung-feng were selected to be subjects. Adapted from Schraw and Dennison’s Metacognitive Awareness Inventory (1993), O’ Neil and Abedi’s State Metacognitive Inventory (1996) and Wey’s Writing Self-Assessment Questionnaire (1998), Mtacognitive Awareness Questionnaires before and after Instruction, were used to measure students’ metacognitive awareness. To assess the effects of metacognitive strategy instruction on writing performance, forty-two pieces of writing were assigned in class and then scored based on criteria by the CRESST writing score guide: overall impression, quality and scope of content, organization and presentation of content, and mechanics. The Pair-Sample T test was performed to test the hypotheses in this study. The findings can be summarized as follows: (1) Metacognitive strategy instruction has positive effects on the students’ writing performance. (2) Metacognitive strategy instruction has positive effects on students’ metacognitive awareness. (3) Students’ writing performance proved correlated to their metacognitive awareness. (4) Students’ attitudes towards the metacognitive strategy instructions were generally positive. Thus, we recommend that metacognitive strategy instruction be used in English writing in senior high school.

本研究旨以網路資源融入國小五年級英語教學，探討學生對於實際使用英語相關網路資源的學習態度與意見，分析適合國民小學五年級學生學習程度的英語網路資源特質以及探討教師對於利用網站資源融入英語教學的意見與看法；並綜合研究結果，瞭解英語網路資源對於學生的幫助、困難及實施情形。 本研究使用問卷調查法輔以對學生與校內教師進行深度訪談進行研究，透過改編之「網路資源融入英語教學問卷調查表」，以Google 線上問卷形式對五年級196位學生進行調查，調查結果以Excel 統計其次數分配及百分比，並以立意抽樣方式，選取7位學生與3位教師進行深度訪談。 根據資料分析結果，本研究結論如下： 一、 網路資源融入英語教學對學生的英語學習興趣與動機有正面的影響，對學生英語成績的提升有幫助且更能吸收課外知識，還能提升對英語的喜好。 二、 全英文的網頁說明或還沒學過的英語單字是學生認為在使用英語網路資源時會遭遇的困難；網站分類清楚且各項說明容易理解並易於操作，網站內容有依程度分級，或具搜尋功能，較能吸引學生喜愛。 三、 教師篩選彙整資源網站後連結於其教學網站，上課時是老師的雲端資源庫，課後亦可成為學生的學習平台。 四、 動畫、影片是學生最喜愛且認為最具學習幫助的網路素材，動畫語音速度放慢，並附有中文字幕輔助學生理解，較具有輔助英語學習的效果。 五、 使用網路資源融入英語教學能豐富教學內容，有效激發學生的學習動機，並養成學生複習的習慣，是可行的教學方式。 最後根據研究結論，就教師教學、教育行政單位以及後續研究等方面提出建議。 / Through integrating the internet resources into the fifth grade English classroom instruction, the aims of this research are : (1) investigating the students’ attitudes and opinions on the use of English language internet resources, (2) analyzing the characteristics of English language internet resources that are suitable for the level of fifth grade English class as well as (3) discussing the teachers ’suggestions and viewpoints on the integrating the internet resources into the English teaching. In addition, the summary of research results offers the information on the understanding of the assistance given by, difficulty encountered and processing situations in the use of the English language internet resources. This research adopted questionnaire survey and in- depth interviews to realize the openions of students and teachers. The questionnaires accomplished by online survey with Google Forms. The questionnaires received 196 respones of students. Microsoft Excel were taken to compile statistics distribution and percentages. This research also had in-depth interviews conducted with seven fifth grade students and three school teachers in working of teaching English. According to the results of the statistics analysis, the following conclusions were drawn: 1. There are positive impacts on students' interest and motivation in learning English by using internet resources into English class. Not only can enhance the effects of learning English, but also improve the absorption of extra-curricular knowledge. More importantly, can promote the joy of learning English. 2. Students consider that the problems in using English internet resources are the instructions of webpages in English and the vocabularies which have not learned. Students like to use the website which classification is clear, the instructions are easy to understand and operate. If the content can be classified by students’levels and be easy to search, it would be best for student learning. 3. Teachers select and collect English internet resources by linking to their teaching website. It will be the resource library of teachers when they’re teaching. It also can be a platform for student's learning after class. 4. The favorite internet resources of students are animations and films. They help students to learn more. In order to enhance the effects of learning English and increase their understanding of English. It’s necessary to slow down the sound speed of the animation and increase Chinese subtitles 5. Using internet resources into English class can enrich teaching contents and inspire students’ learning motivation effectively. By this method, students can cultivate good habit of reviewing English. Furthermore, it is a practicable teaching method. According to the conclusions of this study, Suggestions and recommendations were provided for the teachers, schools and future studies.

在中共「以黨領政」的黨國體制下，中共菁英政治的演變一向為研究中共政治的一門重要課題，菁英流動的模式與規則化則是為評析中共菁英甄補的主要觀察項目。本文的研究旨趣乃從菁英甄補的視角出發，以中國中央級國有企業高階領導幹部作為實證對象，個案產業則涵蓋石油石化、電力以及電信等三大產業共13家央企。藉由對央企領導幹部個人簡歷的查察，梳理國有企業領導幹部的晉升與流動路徑，以充實中共菁英政治研究在國有企業領導幹部此一區塊上的觀察。 本文發現，儘管國有企業歷經長時改革的過程，但在幹部人事晉用的層次上，中共黨國專制性的角色並未出現鬆動，改變只發生在企業徵用人員時，領導幹部個人所繫有之任用年齡年輕化、專業與學歷要求門檻的提高。在仕途發展方面，「企業黨組領導職務」與「產業類別」則為決定企業領導幹部個人流動與能否取得晉升機會的關鍵。以前者言，若國企領導幹部具有企業黨組書記、副書記的任職經驗，則相對具備有明顯的仕途競爭優勢。就後者而論，本文則提出一套中共操作國有企業菁英幹部甄補的規則：任職於石油石化產業的央企領導幹部，若於任內兼任黨組書記或黨組副書記一職，可以期待未來離任企業領導後，將具有較強的競爭力轉入政府部門副部級以上職位述職。電力及電信業央企領導幹部，若於任內兼任黨組書記或黨組副書記一職，則以轉任業內其他央企更高領導職位作為主要出路，並且作為幹部在個人離退前的最後一項職務。總結來說，「企業黨組領導職務」決定升遷的「准入機會」，「產業類別」則攸關晉升的部門流向。

隨著中國在國際場域上地位的崛起，一方面為了消弭其他國際強權的防備之心，另一方面在經濟的驅動力之下，中國意識到國際形象的重要，於是近年來「軟實力」開始成為中國政府的重點政策。根據美國學者Joseph S. Nye，軟實力指的是一個國家對於國際公眾的吸引力，這樣的吸引力可能來自於文化資產、政治的意識形態以及形塑國際議題方向的能力。媒體通常在軟實力中扮演著重要的角色，像是CNN、Al Jazeera就分別為美國和阿拉伯國家帶來影響國際輿論的能力。2010年，新華社創立了一個新的國際新聞頻道CNC World，便是因應軟實力的需求而生，期許CNC World能和CNN、BBC、Al Jazeera等國際新聞頻道分庭抗禮，不僅僅有主導國際議題的能力，更能在國際事件中，將所謂的「中國觀點」傳播出去。因此新華社投入了巨額的資金在CNC World上，並且在財務結構上改革，允許49% 的私人投資，藉以昭示CNC World的新聞內容不受中國政府的檢查制度介入，旨在提供國際觀眾「公正」、「客觀」與具有「中國觀點」的國際新聞。 本論文欲探討，CNC World是否在軟實力的時代脈絡下，在建構新聞事件上真的有所調整。因此本論文比較CNC World和另外一個全然由中國政府出資的國際新聞台CCTV 9，以及國際主流新聞頻道CNN，在七件國際重大議題上的報導架構，去觀察CNC World如何平衡中國政府的偏好和國際觀眾的期待。研究結果發現，CNC World相較另外兩個新聞頻道，在修辭以及題材的選擇上都較為中立，而對於「中國觀點」CNC World也有獨樹一格的闡述方式。但是研究結果也反映，無論是CNC World、CCTV 9 或是CNN 都無法脫離其主要資金提供者那隻「看不見的手」來左右新聞的框架。 / CNC World is an international news channel of China established in July 2010 with a mission of the changing China. Under the current international political context of a rising China, the Chinese government started to emphasize on the development of its soft power. One of the abilities that China wants to obtain is the power to influence the worldwide audience’s conception of the major global agenda and their perception toward certain countries’ images. This is the context in which CNC World is established. The Xinhua News Agency has invested unprecedentedly in CNC World to ensure its success. In addition, to assure CNC World’s news credibility, the financial structure of CNC World is reformed to have a government hands-off editorial board. This thesis compares CNC World’s news reporting with CCTV 9 and CNN International, aiming to find out how CNC World adjusts its news coverage on the major global agenda under the soft power context. Seven current global issues are included in the study: South China Sea Dispute between China and Vietnam, US Currency Bill on China, Palestinian Statehood bin in UN, The Fall of Gaddafi, Arab Spring in Egypt, Greece Debt Crisis, and The Killing of Osama bin Laden. The result shows that CNC World tends to use a relatively neutral way to report these issues and it has indeed found a unique way to present the Chinese perspective. However, that the international news represents its funding providers’ positions remains the same.

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。