資訊與通訊科技的發達，公部門將其應用在公民參與，形成電子化參與。然而，由於政策議題的複雜使得一般大眾對其不甚了解而選擇冷漠，一般大眾將此種複雜的議題交給公部門中的行政菁英作決策，長久以來形成菁英文化。雖然近年來，文官致力於推展電子化參與，但電子化參與所獲得的網路民意，多半具有非理性、瑣碎、情緒化等特性，可能促使公部門菁英文化更加顯著，而影響電子化參與的推展。為了解公部門菁英文化是否會影響文官電子化參與的推展，利用計畫行為理論為研究架構。然而，由於計畫行為理論經常用於非組織內行為的研究，因此忽略組織無形因素的影響（例如：組織文化），因此本研究在利用計畫行為理論為研究架構檢視文官推展電子化參與時，特別納入菁英文化。本研究以文官推展網路民意論壇為研究範圍，採用問卷調查法，以非隨機抽樣，發放250份問卷，回收185份，回收率為74%，有效問卷為179份。 本研究主要發現為，第一、以計畫行為理論檢視組織內個體行為，雖然皆有顧及資源和機會等組織有形的影響因素，然而，許多研究忽略組織抽象的影響因素，如組織氣候，組織文化等。第二、菁英文化對於文官推展民意論壇的行為意圖有其影響性，只是僅有菁英文化其中之一的概念－公務人員相對於民眾對本身知識的看法對於行為意圖有影響，另一概念－公務人員相對於民眾對本身主導與影響力的看法則無影響。第三、計畫行為理論預測行為意圖僅考量態度、主觀規範、認知行為控制，然而，本研究認為在檢視文官推展民意論壇行為意圖時，更需考量菁英文化對行為意圖的直接影響。 為了改善菁英文化對於文官推展民意論壇的影響，本研究對此提出的實務建議有三，第一、利用願景工作坊改善文官對於菁英文化的看法，第二、促使電子化參與制度化使得網路民意品質提升，第三、文官民意分析能力提升以及機關資源的有效利用，促使文官提高推展民意論壇的行為頻率。而本研究後續研究建議有五，第一、樣本代表性的改善，第二、檢驗電子化參與的不同個案，第三、應用結構方程模型及質化研究方法，第四、檢視菁英文化與主觀規範之間的中介變項，第五、檢視菁英文化與行為意圖之間的調節變項。 / The civil servants have set into e-participation due to the fast development of information communication technologies (ICTs). However, because the public can’t understand policy domain knowledge in decision making, they expect the civil servants to cope with these professional matters. This long-term dependence on the civil servants and their expertise may foster the elite culture in the public sector and the elite culture has also impact on the civil servants’ intention for e-participation. In my thesis, the theory of planned behavior (TPB) is used to design and survey the above-mentioned elite culture situation for the public servants dealing with e-participation. The survey focuses on the civil servants’ intention and behavior of handling e-forum. 250 copies of questionnaires (non-probability sampling) are distributed and 185 copies returned, with 179 valid responses. Through data analysis, there are three key research findings. First, the majority of the existing research includes the physical organizational factors such as organizational resources. However, many previous studies do not include the implicit organizational factors such as organizational climate, organizational culture. Second, elite culture has general impact on the civil servants’ intention of setting into e-forum. However, only the civil servants’ evaluation of citizens’ policy expertise has impact on the intention; the other concepts fail to affect their attitude. Third, the study proposes to add elite culture to the existing TPB framework when we study the civil servants’ intention of setting into e-forum. To change elite culture’s impact on the civil servants’ intention, my thesis addresses three pragmatic suggestions. First, the civil servants can change their perspectives of elite culture through the scenario workshop. Second, the institutionalization of e-participation can enhance the quality of public opinions. Third, the enhancement of the civil servants’ ability of public opinions analysis and efficiency of organization resources can contribute to their performance of e-participation. The following research suggestions are recommended, including improving the representative of samples, studying multiple cases of e-participation, applying structural equation modeling and qualitative methods, studying the potential mediating variables between elite culture and subjective norm, and studying the moderating variables between elite culture and intention.

在英文學術論文寫作上，引述動詞在文獻的重述、引用等方面扮演著重要的角色。透過引述動詞的使用，寫作者能更清晰、有力的陳述其論點。目前雖有許多關於引述動詞在句子中表達評論語氣與修辭功能的探討，但卻少有研究提及短語詞組的使用情形。引述動詞短語詞組的進一步探究能使學生在建構學術論述寫作的同時，對於經常與之共現的搭配字詞、句構有更敏銳的覺察能力。本研究從語意及句式兩方面著手，觀察常與PROPOSE和SUGGEST兩個高頻近義引述動詞共現的字詞與詞組。此二動詞所具有的共通點為：(一)字義上皆可表示「提出某事以作進一步考量」、(二)經常用於降低或弱化陳述句中的肯定語氣。本研究的目的在於釐清這兩個近義引述動詞的特點，並更完善地歸納出它們各自所偏好的短語詞組。 本研究的研究工具為擁有近四十五億詞彙的當代美式英文語料庫(Corpus of Contemporary American English)，蒐集了其中PROPOSE 和SUGGEST於學術寫作中的相關語料，以觀察此二動詞的不同詞形(V-base型、V-s型、V-ed型與V-ing型)在句子中的表現。至於本研究的分析則分成了三個部分：(一) PROPOSE 和SUGGEST的語法模組、(二) PROPOSE 和SUGGEST的搭配中，有生命性或無生命性的主詞在主要語法模組中的分布情形、(三) PROPOSE 和SUGGEST後的受詞語義分類。量化分析之餘，本研究也引進了語料庫中的索引行(concordance line)以進一步展示PROPOSE及SUGGEST出現的語言環境，分析模組在不同語境中的特點。 研究結果顯示此二動詞的用法有許多相異之處。SUGGEST具有強烈明確傾向與that子句共同出現，而PROPOSE和that子句共現的機率與其和名詞片語共現的機率相近；除此之外，PROPOSE較常與有生命性的主詞共現，SUGGEST則是偏好與無生命性的主詞共現。至於受詞方面，我們發現PROPOSE後的受詞，多屬「認知觀點」、「方法」、「規則」等語義類別，而 SUGGEST後的受詞則多與「可能性」、「狀態」、「性質特徵」有關，以上的對比結果使我們發現，在學術英文寫作中，PROPOSE通常表「提供計畫或行動供他人參考決定」，而SUGGEST則通常表「傳達可能的推論或概念」。我們也發現此二動詞若是以不同詞形呈現時，偏好的字詞也不同。舉例來說，[suggest that-clause]偏好與表達「研究結果」意義相關的主詞共現，[suggests that-clause]則多與表「研究文獻」有關之主詞一同出現。整體而言，若我們從功能的角度出發，PROPOSE通常用於表示某人提出、建議某事項，SUGGEST則多用於詮釋解讀本研究結果或先前文獻中所提出之觀點。 本研究結果揭示了近義詞間短語詞組使用上的不同，並且也證實了當動詞以不同詞形呈現時會選擇不同的搭配，產生不同的語境。本研究透過系統化分析近義引述動詞的搭配情形，期許能為語言教學教材設計及未來與動詞共現詞組相關之研究帶來啟發與助益。 / Reporting verbs are important in academic research papers for paraphrasing and reviewing previous studies to support a writer’s positions. While a large number of studies have been carried out to investigate the evaluative potential and rhetorical functions of reporting verbs in citations, comparatively little research has focused on the phraseological patterns of particular common reporting verbs, the exploration of which can be beneficial in raising student awareness of the recurrent associations of words and structures of reporting in academic written discourse. This study aims at examining the syntactic and semantic environments of two frequent near-synonymous reporting verbs, PROPOSE and SUGGEST. According to Hyland (1998a) and Hinkel (2016), PROPOSE and SUGGEST both can mean ‘putting forward something for consideration’ and are frequently applied to mitigate the certainty of a statement (e.g., Hyland, 1998a; Hinkel, 2016). We expect to distinguish the two verbs from each other and offer a more comprehensive phraseological profile of them in academic writing. We used the subcorpus of academic writing in the 450 million-word Corpus of Contemporary American English (COCA) as the source data to investigate the performance of PROPOSE and SUGGEST in V-base form, V-s form, V-ed form, and V-ing form. Based on the corpus, the analysis focused on three aspects: (1) the grammatical patterns of PROPOSE and SUGGEST; (2) the distribution of animate and inanimate subjects of the dominant patterns of PROPOSE and SUGGEST; (3) the semantic classification of the objects of PROPOSE and SUGGEST. In addition to the quantitative methods, qualitative-based concordance line analysis was also implemented to reveal the characteristics of the broader stretches of discourse where PROPOSE and SUGGEST occur. The results show that the two reporting verbs are distinct from each other. While SUGGEST has a rather strong propensity for co-occurring with that-clause, for PROPOSE, the possibilities of co-appearing with a simple noun object and with a that-clause are similar. In addition, PROPOSE is more likely to have animate subjects, whereas SUGGEST prefers inanimate subjects. As for the simple noun objects of the two verbs, a large number of instances occurring with PROPOSE systematically belong to the semantic groups of COGNITION, METHOD, and STANDARD; SUGGEST shows more preference for POSSIBILITY nouns, STATE nouns, QUALITY nouns and RELATION nouns. The inter-comparison of the results of PROPOSE and SUGGEST suggests that, in academic writing, PROPOSE usually carries the sense of ‘to offer a plan or action for others to consider’, whereas SUGGEST tends to mean ‘to communicate or show an idea, which is likely to be true’. Moreover, the differences across four word forms of PROPOSE and SUGGEST were also identified. It was found that [suggest that-clause] prefers subjects referring to research results, but [suggests that-clause] occurs with the subjects referring to articles or studies on a particular topic more frequently. Overall, in terms of functions, PROPOSE is mainly used for describing the action of offering something as a choice for people to think carefully; SUGGEST, in contrast, serves to interpret a research finding or present an argument suggested by previous studies and literature. The present study sheds light on the phraseological difference between synonyms. It has also proved that different word forms of the same lemma have different choices of collocations and phraseologies. The research findings will contribute to the teaching and research of English for academic purposes since they provide a systematic analysis of the different habitual collocations of two frequent and similar reporting verbs in research articles. We believe this study will bring some insights to the designs of language teaching materials and can serve as the basis for future studies on the co-occurrence patterns and phraseologies of verbs.

傳統上認為以中文為母語的孩童並不具有「音位覺識能力」(phonemic awareness)，本研究以實驗方式直接測量以中文為母語孩童的「音位覺識能力」，同時探討孩童「音位覺識能力」及「聲母—韻母覺識能力」(onset-rime awareness) 在英文拼字與讀字上所扮演的角色。在本研究中，一百九十二位國小四年級的孩童參與二項「母語音韻覺識測驗」，包括「聲母/韻母異音測驗」(onset/rime oddity test) 和「韻腹/韻尾異音測驗」(nucleus/coda oddity test)。根據上述二項測驗的成績，將孩童分為三組：第一組孩童(共29人)，其「聲母—韻母覺識能力」和「音位覺識能力」皆佳；第二組孩童(共29人)，其「聲母—韻母覺識能力」佳，但「音位覺識能力」差；第三組孩童(共26人)，其「聲母—韻母覺識能力」和「音位覺識能力」皆差。我們接著利用「拼英文假字測驗」和「讀英文假字測驗」來測量三組孩童的英文拼字與讀字的能力，在施測之前，孩童們有八次的機會學會「拼字」與「讀字」兩項測驗所需具備的「字音對應規則」。結果顯示，雖然孩童的「音位覺識能力」在程度上有所不同，但以中文為母語的孩童已具備「音位覺識能力」。此外，在考慮了孩童們「記憶廣度」(digit span)與「英文聽話字彙」 (English receptive vocabulary)的差異後，「聲母—韻母覺識能力」和「音位覺識能力」皆佳的孩童，在拼字的表現上優於「聲母—韻母覺識能力」佳，但「音位覺識能力」差的孩童來，接著「聲母—韻母覺識能力」佳，但「音位覺識能力」差的孩童的拼字表現優於「聲母—韻母覺識能力」和「音位覺識能力」皆差的孩童。最後，「音位覺識能力」佳的的孩童，在讀字的表現上優於「音位覺識能力」差的的孩童，此外，並無證據顯示「聲母—韻母覺識能力」在孩童的讀字能力上扮演著重要的角色。整體而言，本研究的結果支持其他研究的看法，這些研究認為以中文為母語的孩童在母語習得過程中所發展出來的「音韻覺識能力」對於其英文拼字與讀字的能力上有著一定的貢獻，此外，本研究更進一步顯示，這種貢獻會隨著「音韻覺識」程度的不同而有所改變。 / It has been conventionally assumed that Chinese-speaking children do not have phonemic awareness. In this study, Chinese-speaking children’s phonemic awareness was empirically tested and its role, relative to onset-rime awareness, in the acquisition of English spelling and reading abilities was examined. Two L1 phonological awareness tests (i.e., an onset/rime oddity test and a nucleus/coda oddity test) were administered to a total of 192 Chinese-speaking fourth-graders. The children were selected and categorized based on their performances on the two L1 phonological awareness tests: 29 children with good onset-rime awareness and good phonemic awareness, 29 children with good onset-rime awareness but poor phonemic awareness, and 26 children with poor onset-rime awareness and poor phonemic awareness. The three groups of children were then tested on their abilities to spell and read English pseudowords. Before taking the English pseudoword spelling and reading tasks, the children were provided with eight opportunities to master the requisite letter-sound knowledge for the success in spelling and reading the pseudowords. The results showed that Chinese-speaking children demonstrated phonological awareness at the phonemic level, though varying in degree. Considered along with individual differences in digit span and English receptive vocabulary, children with better phonological awareness at both the onset-rime level and the phonemic level performed better in English pseudoword spelling than children with better onset-rime awareness but poorer phonemic awareness, who in turn, performed better than children with poorer phonological awareness at both levels. Finally, children with better phonemic awareness outperformed the other two groups of children with poorer phonemic awareness in pseudoword reading. Onset-rime awareness did not seem to play a significant role in pseudoword reading. These results support and extend other studies suggesting that the acquisition of English spelling and reading abilities in Chinese-speaking children benefits from the phonological awareness obtained during the course of first language acquisition and that the beneficial effect varies with the levels of phonological awareness.

公司是現今社會上最重要的營利主體之一，在日常生活上，一般大眾與公司經常會發生交易行為。而公司名稱，乃是表彰法人主體，俾與他公司相區別之重要標誌。雖然公司名稱就如同自然人之姓名一般，但因為公司為營利法人，其以從事商業活動為法人存續目的，故當公司在經營業務時，勢必與眾多交易相對人及消費者發生法律關係。為避免他人使用相同或近似的公司名稱而造成社會大眾混淆，進而破壞交易秩序，吾人在分析公司名稱權之性質，以及探討其保護時，便須跳脫單純「姓名權」之角度，轉而以防止他人冒濫使用而造成大眾混淆等不公平競爭的觀點來思考、防範，才能達成規範上之效果。此尤其在公司名稱已達著名程度時，如遭他人仿冒濫用其名稱，不僅侵害原公司之商譽，消費者亦將因此受到混淆，轉而與仿冒行為人進行交易。由於仿冒人之行為，已非單純侵害原公司之姓名權，還包括破壞競爭秩序和侵害公眾利益，故在此情形，如何保護公益免受混淆誤認，便成為立論上之重要課題。 有關公司名稱的規範，我國以往都是由公司法第十八條進行第一線的把關過濾，以保護既有公司名稱免受他人仿冒侵害。然而，此種通案審查之方式，不但理論上並無堅強依據，實務運作上也屢生爭議，以致審查逐漸流於形式化，而無從達其規範功能。因此，我國立法者在權衡各項因素後，乃在民國九十年公司法修正時，就公司名稱之使用登記，限縮其規範範圍僅限於同名之審查，若有涉及不正競爭情事時，則交由公平法與民法等相關規定來處理。自此，公司法對公司名稱之規範，僅有單純賦予公司名稱權之功能，而不再有防範不公平競爭之旨。 有鑑於在現制下，公平法之相關規定已成為保護公司名稱之最主要規範，所以本文在編排上，乃特別針對公平會所處理過有關公司名稱之重要案例，以【案例一】到【案例二十八】之接續方式來加以歸納、整理，以檢視公平會在實務上對公司名稱所涉及爭議問題之態度為何。此外，日本法上對於公司名稱所提供之保護規範由來已久，在實務上亦有相當多值得參考之案例，因此在比較法方面，本文將以日本法為中心，就我國法在實務運作或規範有所不足之處，能夠加以借鏡、比較，以期得到更合理之結果。而經本文從理論和學說的探討中可知，雖然公平法第二十條以及第二十四條等相關規定應可有效保護著名公司名稱，但實務之運作上卻有許多缺失之處。主要理由在於，早期公平會為避免公司法與公平法在適用上有所扞格，所以個案上若公司已取得名稱登記，公平會多半尊重該公司使用其名稱之權利。亦即，當經濟部認為系爭公司選用之名稱並無仿冒使用他人相同或類似之名稱時，公平會在過去常常也會採取尊重立場而持相同見解。但如此一來，反而使不肖業者經常利用舊公司法第十八條第二項中「二公司名稱標明不同業務種類者，其公司名稱視為不相同或不相似」之規範缺漏，而大行攀附知名公司名稱之行為，造成我國現有公司下，以「華碩」、「味全」、「長榮」、「台塑」為特取名稱之公司到處林立。公平會以往之作法，雖然可達成法規適用之調和，但此是否符合公平法之立法意旨，值得商榷。所幸，隨著公平法第二十條修正後改採「先行政後司法」之法律效果，加上公司法第十八條修正後已成為單純之行政管理法規，而不再有防止不正競爭之意旨，公平會已逐步使第二十條之適用回歸正常化，並開始以之來做為處分攀附知名公司名稱之依據。對於公平會已逐漸擺脫謹慎立場，就個案上公司名稱之使用所產生狹義混淆的情形已不再迴避第二十條之適用，值得肯定，如此也才能讓第二十四條真正回復補充規範之功能。 另外，實務上另一重大爭議問題，即為公司名稱與商標間之適用關係與衝突。其中最為常見的情形，就是將他人公司名稱註冊為商標，或使用他人商標中的文字來登記為公司名稱等。對此，本文認為由於舊商標法並未明確指出其保護法益為何，以致學說和實務所產生之爭議繁多，而作為維護競爭秩序之公平法，也經常代替商標法而成為規範此等不公平競爭行為之主要依據。惟，民國九十二年新修正之商標法，已從「防止混淆誤認」之角度來妥適調和二者關係。故而，此部份之爭議應可回歸商標法之規範，而公平法之適用餘地，將會大幅減少。 有關公司名稱侵害之救濟與責任部分，我國法院通常會在判決主文命行為人「變更公司名稱登記」，以達到排除侵害之效果。至於公平會所做之處分，都只是命行為人停止個別的不當使用公司名稱之行為，從無以職權來撤銷該冒用之公司名稱。此種作法，實難徹底除去侵害。雖有論者認為，個案上可否進一步要求被處分人不得使用其公司名稱，並非公平會所能置喙。但經本文之分析，公平會處以變更公司名稱之作法，應為公平法第四十一條所賦予公平會之權力，公平會若做出此項處分，於法有據，並無違反依法行政之精神。未來，希望公平會對於侵害著名公司名稱之情節重大者，能依公平法第四十一條所賦予之職權做出「命當事人變更公司名稱」之處分，才能達成保護公眾免受混淆誤認，以及有效制止不公平競爭之效果。

本研究旨在探討英文童謠教學對台灣國小英語學習低成就學童對英語的音素覺識、認字、拼字能力、以及英語學習態度的影響。實驗分兩階段進行。第一階段進行小規模的前測作為正式研究的準備，先行測試選用的英語童謠是否適切、教學活動是否可行，以及低成就學童在音素覺識與學習態度是否因此改善等等，並根據初探結果規劃正式實驗。第二階段的正式實驗，除音素覺識與學習態度外，更進一步探討英文童謠教學對認字及拼字能力的影響。 在正式實驗中，實驗對象為桃園市某國小36名四年級的學習低成就學童(學業表現為後百分之十)。研究者將此36名學童隨機平均分配為兩組；實驗組及對照組兩組，各18名學生。對實驗組施以平衡閱讀「由整體到細部」(whole-to-parts)架構設計的英文童謠教學，將音素覺識及字母拼讀法(phonics)等技巧訓練自然地融入有趣的英文童謠情境中；而對照組則單獨採用字母拼讀教學，循序教授字母與音的對應關係。實驗組及對照組每週均有兩節英語補救教學，每節課40分鐘，持續十二週。兩組學生在教學前後各施以前測及後測，內容包括音素覺識測驗、認字測驗、拼字測驗，以及英語學習態度問卷調查，以評量受試者在早期讀寫技巧上的發展，及學習態度上的改變情形。 同組組內前後測比較結果顯示，在十二週實驗教學後，實驗組及對照組二組學生在音素覺識、認字及拼字能力三方面，均有顯著的進步。然而，只有實驗組學生對英語學習的態度有顯著的正向改變，對照組學生則無。此外，兩組組間比較結果發現，雖然在實驗前，兩組學生英語拼讀能力相當，對英語的看法也類似，但經實驗教學後，兩組的後測成績有非常明顯的差異，實驗組學生在音素覺識、認字、拼字能力的進步幅度，以及學習態度各方面，均顯著優於對照組。 以上研究結果顯示，運用英文童謠進行補救教學確實極為有效，不但能增進台灣英語低成就學童的早期讀寫技巧，且能改善其學習英語的態度。本研究之結果及教學建議，可供未來國小補救教學相關研究之參考。 / The purpose of this study was to explore the effects of nursery rhyme instruction on Taiwanese elementary school EFL underachievers with regard to their development on phonemic awareness, word recognition and spelling abilities, and their attitudinal changes toward learning English. The present study was conducted in two stages. A small-scale pilot study was first carried out as a preparation for the formal study. The feasibility of nursery rhyme instruction and the effects of this instruction on phonemic awareness and learning attitudes were tested on seven EFL underachievers preliminary to the formal study. In the second stage, a formal study which followed closely the design of the pilot study, further explored the effects of nursery rhyme instruction on word recognition and spelling abilities. In the formal study, thirty-six fourth grade underachievers (whose academic performances were at the bottom 10 percent) with deficient phonemic awareness were screened for this study. The experimental group and the control group were evenly matched with eighteen students each. The experimental group received nursery rhyme instruction using the “whole-to-parts” framework of balanced reading within which training in skills including phonemic awareness and phonics is embedded into the context of children’s literature. The eighteen subjects in the matched control group received explicit phonics instruction wherein the isolated sound-letter correspondences were sequenced and taught explicitly and systematically. To assess their development in early literacy skills, all subjects took the pretests and posttests of phonemic awareness, word recognition and spelling. Moreover, to measure their attitudinal changes toward learning English, they were administered the attitude questionnaires before and after the remedial instruction. Data was collected from early-September until early-December, 2006, covering twenty four 40-minute class periods for each group. Comparison of within-group performance indicated that both the experimental group and the control group made significant post- over pretest improvements in phonemic awareness, word recognition and spelling abilities. However, only the experimental group had a significant positive change on their attitudes toward English. In addition, at the onset of the study, both groups started with equivalent early literacy skills, and held similar attitudes toward English learning. However, posttest scores revealed that the experimental group significantly outperformed the control group in phonemic awareness skills, word recognition and spelling abilities. Significant differences can also be found in their attitudes towards learning English. The findings from this study indicate that a remedial instruction utilizing nursery rhymes can effectively help Taiwanese EFL underachievers improve their early literacy skills, and more significantly, their learning attitudes towards English. Based on the findings, pedagogical implications and suggestions for further studies are provided.

字彙的誤用，是台灣英語學習者易犯的毛病之一。由於中文與英文字詞並非呈現一對一的語意對應，加上國中英語教師多年來習慣要求學生以記誦中文意思的方式學習英文單字，導致學生常有用錯字的狀況發生，並造成語意上的誤解。有鑑於此，本文作者盼能以語料庫英語教學來改善這些現象，並以see, watch ,look三個意義相近字彙的區辨為例，呈現出完整的教學過程，供英語教師教學或學習者自修參考。 在教學前，教師應根據學生英文程度與教學需求，先行篩選並編輯語料，以利學生學習。在課堂上，藉由這些語料的呈現，讓學生觀察其中的規律性；透過問題的解決，用認知的手段讓學生觀察該字彙出現的語境及其易連結的字串；並以測驗的方式檢測學生的理解程度。此外，本文亦詳細歸納這三個單字的使用時機，並提出實用的區辨方式。 作者盼能藉由語料庫英語教學的實施，增強英語學習者的學習意願。透過類似活動的投入及參與，學習者將不再只是訊息接收者，而能藉由觀察來創造自己的知識、增進對英文的掌握度。 / In Taiwan, many EFL students have difficulty using the proper vocabulary at the right time. Due to the fact that Mandarin and English vocabulary are in a one-to-many semantically-corresponding relationship, and that Taiwanese EFL students are often taught to learn English vocabulary by memorizing its Mandarin equivalent, students often have difficulties choosing proper English equivalents in different contexts. Besides, the arrangement of junior high school English curriculum has made it even more difficult for students to learn vocabulary accurately. Because the improper use of vocabulary often brings about confusion or misunderstanding, a practical method is needed to cope with the concerned problems. Nowadays, Computer-assisted Language Learning (CALL) has been a trend. In this study, the researcher will take “see, watch, and look at” as examples to show a corpora-based teaching procedure. Subjects are 8th graders in junior high school. The scope of the research is confined to the prototypical meanings of these verbs; it is believed that students should possess the basic knowledge about these verbs before they continue to learn other extended meanings. Before the class, the conordance lines are selected and carefully edited by the teacher to meet the needs of the course. In class, consciousness-raising tasks, combined with quizzes and complementary materials, provide students with comprehensive knowledge about the three verbs. After the activities, crucial information of the verbs is clearly exhibited, and useful methods are also presented to help distinguish the verbs. With the “context providers”, namely, the corpora, both teachers and students are provided with authentic and plentiful examples, which are often insufficient for Taiwanese EFL learners. Through the participation of these activities, students become participants and create their own knowledge. It is hoped that with the assistance of data-driven learning (DDL), EFL teachers will then be able to provide their students with not only more reliable information, but more constructive and systematic instruction.

<p>This pre-study explores how the process of translating from English to Chinese may distort intended brand name messages, using Oriflame as a case study. The findings show that the brand name had a tendency to be perceived as phonetic rather than phonosemantic and that the character combination was perceived to make no clear sense. The study identified these as two main reasons to why Oriflame’s intended brand name messages did not get through.</p> / <p>Denna förstudie utforskar hur varumärkesnamnens avsedda budskap kan bli förvrängda genom översättningsprocessen från engelska till kinesiska genom att använda Oriflame som en fallstudie. Resultaten visar på tendenser för varumärkesnamnet att uppfattas som fonetiskt snarare än fonosemantiskt och att kombinationen av tecknen inte anses vara begriplig. Studien identifierade dessa två resultat som den främsta anledningen till att Oriflames avsedda budskap inte nådde fram.</p>

University of Macau / Faculty of Education

University of Macau / Faculty of Education

This pre-study explores how the process of translating from English to Chinese may distort intended brand name messages, using Oriflame as a case study. The findings show that the brand name had a tendency to be perceived as phonetic rather than phonosemantic and that the character combination was perceived to make no clear sense. The study identified these as two main reasons to why Oriflame’s intended brand name messages did not get through. / Denna förstudie utforskar hur varumärkesnamnens avsedda budskap kan bli förvrängda genom översättningsprocessen från engelska till kinesiska genom att använda Oriflame som en fallstudie. Resultaten visar på tendenser för varumärkesnamnet att uppfattas som fonetiskt snarare än fonosemantiskt och att kombinationen av tecknen inte anses vara begriplig. Studien identifierade dessa två resultat som den främsta anledningen till att Oriflames avsedda budskap inte nådde fram.