本文的研究問題有三，一是了解外語教學教材中應有的文化教學內容，二是了解現今華語綜合性教材之文化教學內容現況，三是提出對於華語綜合性教材中與培養學習者文化能力的內容相關的編寫建議。 本文首先從研究外語教學的學者們對於文化教學的意見以及《AP中文課程大綱》、《歐洲共同語文參考架構》、《國際漢語教學通用課程大綱》等重要的外語教學大綱，了解現今外語教學中文化教學的目標已從教授學習者文化知識逐漸轉變為培養學習者的文化能力。並依前人對於能力的定義，將外語教學中的文化能力分為文化知識、文化技能、態度以及文化意識四部分。再依此四大部分，探討文化能力之概念如何落實於課堂教學之教材中。接著，本文依據討論結果，分析在臺灣使用率最高的兩套華語綜合性教材――《新版實用視聽華語》及《遠東生活華語》，以瞭解目前教材關於文化能力內容的呈現現況。本文分析結果發現，兩套教材皆僅呈現文化知識，至於培養文化技能、態度、文化意識等練習活動則相當缺乏。 最後，本文參考分析結果，從文化知識、文化技能、態度、文化意識等四部分，提出對於華語綜合性教材中文化能力內容編寫之建議，冀能對於未來教材文化能力內容之規劃及開發有所助益。 / This study aims to integrate some results of recent research in theory and practice of teaching culture competence in foreign language teaching into methods and materials of teaching Chinese as a Second Language (CSL). Researcher focus on three topics: (1) Which are the aims of teaching culture in foreign language teaching? And what are the subjects of teaching cultural competence? (2) To what extend do content and method in CSL comprehensive teaching materials conform to these aims and subjects? (3) What suggestions should be given to the editors of CSL comprehensive teaching materials in order to improve the acquisition of culture competence of Chinese language learners? This study starts with an overview of theories of developing culture competence in foreign language teaching. The aims and methods of teaching culture in standard curricula for language teaching as the “AP Chinese language and culture course description”, “The Common European Framework of Reference for Languages” and the “International Curriculum for Chinese Language Education” will be analyzed. According to this, it can be seen that the goals of cultural teaching shifted from merely providing cultural knowledge to developing cultural competence. There are different concepts about what culture competence is, how we can evaluate it, and how we can develop it. This study makes use of the description of cultural competence by means of four aspects: cultural knowledge, cultural skills, attitude and cultural awareness. These four aspects can be seen as a basic concept for teaching cultural competence, too. Modern didactics and materials should be aware to develop each aspect of culture competence. How are these aims for developing culture competence presented in present CSL materials? A detailed analysis of two common teaching materials (“Practical Audio-Visual Chinese” and “Far East Everyday Chinese”) shows that teaching culture is mainly restricted on teaching cultural knowledge. There is a noticeable lack of exercises and practices to develop cultural skills, to promote a positive attitude to cultural diversity, and to develop cultural awareness. Finally, the suggestions for developing cultural competence in CSL teaching materials will be given in conclusion, and wish this study will help development of Chinese teaching materials edition in future.

近年來越來越多人投入華語教學這個領域，然而華語教師的培訓尚未有一統一的規範。過往有許多關於教師發展歷程的研究，顯示教師的初任階段是奠定未來教育生涯的關鍵期。因此本論文以兩位初任的華語教師為個案研究對象，採取質性研究的半結構式訪談，深入了解研究參與者在教學過程中所遇到來自不同方面的困擾以及他們的因應策略，最後提出結論以及相關建議。 研究結果發現初任教師主要的困擾和成因在專業技巧方面是由於經驗的不足所以不熟悉學生的程度，以及無法預測學生於課堂的反應；而社會情緒方面則是由於缺乏自信心，對於自己的表現還不夠肯定；環境組織方面則是由於大環境政策的不友善，使得教師有後顧之憂。 最後根據個案的研究結果歸納出對於華語教師培訓機構、語言中心以及後續研究的建議。 / More and more people are engaging in Teaching Chinese as Second Language these years. There are many studies on teacher’s development which reveal that the beginning phase is the key phase in a teacher’s career. This study aims to understand the problems beginning teachers might encounter and what are their coping strategies by interviewing two cases. The major findings reveal that their problems originate from three aspects: (1) profession technique: lack understanding of students’ level and their reactions in class; classroom climate (2) self-emotion: lack of confidence; skeptical of self (3) working conditions: unstable income and the lack of welfare And their coping strategies are: asking their colleagues, observing other seniors, talking directly with students. At the end of the thesis, suggestions are given to the TCSL teacher training foundations and language center, to help TCSL teachers get through this unstable phase of teaching career.

台灣伊斯蘭教(臺灣仍慣稱回教)的發展自古至今分為兩個階段,即明清時 期與 1949 及以後,且皆由中國大陸遷移而來。隨著 1949 年國民黨退居臺灣以來, 數萬信奉伊斯蘭教的軍公教人員分多批次隨之來台,使伊斯蘭教(回教)在臺灣 的發展加入了新的蓬勃血脈,雖然來台原因多有悲情成分,但此卻可謂是伊斯蘭 教(回教)在近現代正式傳入臺灣之始。 作為台灣的極少數族群,僅佔台灣人口 0.23%的台灣華人穆斯林如今已有明 顯的地方化與生活化現象,隨著老一代教胞的逐漸消逝與新生代脫教問題在該群 族中日益顯現,臺灣華人穆斯林的傳承問題便尤為棘手。對於臺灣社會來講,甚 少有人留意這群在臺灣多元社會中來自他鄉的離散者,實踐著與臺灣宗教生活中 佔據主流地方的佛教、道教信仰截然不同之宗教。此番情勢與穆斯林議題在世界 範圍內的討論熱度天壤之別,但卻與台灣在世界版圖中咸少被人提及的情況不謀 而合,而這本身亦是一種「弔詭」的現象值得人們反思。 本創作是台灣首次以民族誌影像的方式,利用紀實攝影手法完成的專題圖片 深度報導,主要拍攝為北台灣華語穆斯林族群,選取台北清真寺及桃園龍岡清真 寺為田野調查點,通過在這兩座清真寺進行日常禮拜的穆斯林,尋找不同年齡 層、不同性別、不同家庭環境的拍攝對象,力圖盡可能全面的再現北台灣華語穆 斯林宗教活動及日常生活的點滴過程,并最終以展覽形式呈現於世人。 / Islam in Taiwan-usually still called Hui Religion-has developed as two stages, Ming & Qing Dynasties and after 1949, which both were originated from Mainland China. Since Kuomintang’s retreat in 1949, thousands of Islamic soldiers came to Taiwan, infusing new blood into Islam’s development. Although the retreat is somewhat tragic, this could be called the formal initiation of modern Islam in Taiwan. Living as minorities in Taiwan with a population of only 0.23% in Taiwan, Asian Islam have been very much localized. Given that old Muslims are passing away and new generations are no longer believing in Islam, the problem of inheritance becomes more and more tough. In Taiwan, few people notice that these travelers have been living a different religious life different from the mainstream Buddhism or Taoism, which is totally the opposite compared with the world scale. However, both being ignored by the world, it coincides with Taiwan’s international position, which is unusual and worth study. This investigative project is designed to show as realistic as possible Asian Islam’s life in Taiwan as a whole by documenting religious and daily lives of Muslims of different ages, genders and families through photography, who are mainly from Northern Taiwan. Field researches have been done in Taipei Mosque and Taoyuan City Mosque. The final product will be a photo exhibition the mass.

本研究將繪本運用於成人華語的非正式課程（課外免費教學），旨在透過成人華語學習者對於繪本運用於成人華語文教學的看法及其學習成效，了解成人華語繪本教學的可行性。為達研究目的，本研究採用探索性的研究，以需求分析、課堂觀察記錄與焦點團體訪談為研究工具，蒐集研究資料，作為分析及討論問題的依據。本研究先針對臺灣北部某國立大學之華語文教學中心中級以上之外籍成人學習者發放需求調查問卷，之後以中級程度為限，於該華語中心開設「繪本學華語」免費課，並對修課之學習者進行焦點團體訪談，探討其對成人華語繪本教學的想法與意見。 經過研究實施與資料分析，歸結研究結果如下：（一）有趣又有助於學習者語言能力的繪本教學活動亦適用於成人華語學習者，可見繪本教學不只是兒童的專利；（二）繪本教學能為學習者帶來語言認知、情意上的助益，並彌補正規課程的不足；（三）繪本運用於成人華語教學時，繪本適合與否主要取決於「語言程度」、「繪本題材」與「圖片色彩與畫風」，其中又以「語言程度」最為重要，優先於另外兩者；而就主題而言，與「生活」及「文化」有關的內容最吸引學習者；（四）受限於免費課課程課時短少、分散，且對學習者缺乏約束力與強制力的特性，繪本教學在語言新知與技能提升方面的成效並不明顯，但可作為正規課的複習與輔助教材；（五）繪本運用於中級成人華語免費班教學所遭遇的主要困難為：難以找到與學習者語言程度相符的繪本、過於分散的課型易打斷繪本情節的連續性、免費班學習者語言程度不一。 最後根據調查結果提出華語文教學上的啟發與後續研究建議，以供華語文教學者在成人華語繪本教學方面的參考。 / This study applied picture books to an adult CSL free course, aiming to investigate adult CSL (Chinese as a second language) learners’ perspectives toward using picture books in adult CSL teaching, and the learning efficiency through picture book instruction. The research methods adopted in the study include needs analysis, classroom observations, and focus group interview. The participants of the study are intermediate-level students from a Chinese language center of a university in Northern Taiwan. The results of this study are (1) picture book instruction with interesting and language skill enhancing teaching activities suits adult CSL learners; (2) picture book instruction can benefit adult CSL learners both cognitively and affectively; (3) When using picture books to teach adult CSL learners, the main concerns are language difficulty, topic choice, and the style of pictures; (4) as the instruction time for the adult CSL free course is short and scattered, and it lacks the mandatory and binding force, such picture book instruction does not improve learners’ vocabulary and grammars significantly; however, it may serve as a good supplementary or review course; (5) the three major challenges for picture book adult free CSL course instruction are choices of picture book to suit learners’ needs, short and scattered instruction time, and learners’ various proficiency levels. Pedagogical implications and suggestions for further research are included in the end of the thesis

華語教師不僅作為語言的教導者，其身上更大的使命應為中華文化的傳播者，筆者認為華語教學中的婚俗文化教學為文化教學中相當重要的主題，不過現行教材少見針對此主題之著墨，學習者與教學者不得其門而入，因此嘗試將婚俗文化融入華語教學。 本研究以問卷研究法調查華語學習者於婚俗文化主題學習之意願，首先參考現行教材中是否針對婚俗文化作系統性的編排，接著探討通行於台灣的婚俗文化有哪些重要層面，並根據內容分析法統整出跨文化教學與文化教材編寫原則，在整理出華語教材中的文化教材編寫原則後，實際編寫婚俗文化課程教材，並透過行動研究實際應用在三個階段的文化課教學。 於華語教師的面向而言，透過三階段的行動研究歷程與學生回饋，其教學歷程與成效能成為日後華語教師欲進行此主題研究或教學時的參考；於外籍學生而言，在學習語言的同時能學習台灣婚俗文化的知識及此主題的語言交際用法，於兩造皆能產生貢獻。 婚禮習俗及其文化為中華文化之精髓，具有長遠的發展過程並承載著人們的生活、思想、觀念、宗教、生活習慣等，於社會語境和跨文化交際層面也有重要且正面的意義價值。因此，本文藉由研究華語教學中的婚俗文化教學，期待達成兩大目標： 1. 將華語學習者感興趣的婚俗文化與華語教學相結合 2. 編寫可實際執行之婚俗文化教材供學習者與教學者參考使用 希望透過本研究拋磚引玉，使更多研究者投入文化教學研究，將不同文化融入華語教學，語言與文化教學的結合將有助於華語學習者看見語言中的台灣文化之美。

華語乃具有「分類詞」的語言，華語人士在溝通時利用分類詞為人物分類，溝通乃人我互動，既是客觀行為，也關涉主觀態度，分類詞的選擇足以顯現華文化的價值觀。華語人物分類詞隨世代推移亦迭有消退與增生反映文化、價值觀的傳統與新變。本論文旨在探討華語人物分類詞的文化意涵，辨明語言表層現象背後的文化深層結構。 本論文的研究議題包括：人物分類詞於固定的形式語意指涉之外，是否有功能意義？如果有功能性意義，華語人士在擇用分類詞指涉人物時社會文化的宰制條件何在？華語人士擇用分類詞指涉人物可表達何種態度、達成哪些溝通目的？世代變遷之下人物分類詞的功能意義是否有變異或變遷？是否有所增長、消退、創用、維持？ 本論文的研究方法有二，一為歷時研究，一為共時研究。歷時研究旨在區辨人物分類詞的種類，說明個別分類詞的意義以及歷代使用情形。共時研究旨在瞭解世代變遷與語言變遷的關連，分辨華人價值觀是否隨時代改變而變動，釐清現代華語人士在指涉人物時擇用分類詞背後的原因，並觀察語言使用情境與分類詞的選擇的關連。歷時研究與共時研究互相對照，以期瞭解分類詞使用的世變，以及分類詞彰顯的華文化價值觀。 歷時研究採文獻蒐集法，利用語料庫檢索上古、中古、近代、現代書面語料之人物分類詞。歷時研究以《上古漢語標記語料庫》、《中古漢語標記語料庫》、《近代漢語標記語料庫》、《現代漢語平衡語料庫》以及素語料庫《古漢語語料庫》為語料來源，耙梳典籍文獻以及歷代辭書，以釐清人物分類詞的詞語來源及指涉意義。歷時研究並探索人物分類詞的種類，以及比較歷史時期與現代時期分類詞的用法、功能之異同增減。歷時研究觀察歷史文獻中顯示人際意義的華語分類詞，分為指涉個體人物的分類詞與指涉群體人物的分類詞，指涉群體人物的分類詞有分為具有社會評價的群體人物分類詞以及顯示社會連結意義的群體分類詞。本研究據余英時（1984）、文崇一（1989）、彭泗清（1993）、傅佩榮（1999）、徐復觀（2003）對華人價值定位的主張，以及楊中芳（1994）、黃光國（1984、1991、1999、2005a、2005b）、危芷芬（2000）對華人的人際關係的看法，以華文化價值觀區分華人評價人物價值的價值維度有六，其中道德維度、知識維度、財富維度以及權勢維度四個維度關涉俗世人物，神聖性則關涉個體之聖俗，集團大我共同性則關乎群體成員之間的聯繫。 共時研究以歷時研究及先導測試（pilot test）為基礎，以探討現代漢語的人物分類詞使用情形。從先導測試得知道德維度、知識維度、財富維度、權勢維度以及神聖性有等級之分，道德及知識維度有正負、高低，財富及權勢維度有多、中、寡及強、中、弱之分，神聖性有高低有無之分，依據維度挑選符合各維度正負、高低、多寡、強弱趨向的人物名詞。本研究亦經由先導測試取捨要測試的人物分類詞，由先導測試發現有些人物分類詞為晚近才成為人物分類詞如「坨」，便納入研究。此外，依據陳志信（1997）、黃光國（1984、1991、1999、2005a、2005b）主張「尊尊」「親親」為文化價值之所在，先導測試從「親親原則」、「尊尊原則」得到畫分人際圈子顯示社會連結的群體分類詞如「門」「派」「宗」等。從先導測試獲取施測的人物分類詞和人物名詞，做為本論文共時研究的設計基礎。 共時研究蒐集當代口語語料，觀察現代使用分類詞的習慣。共時研究探討今日的口語表現，以明語言的變遷，以及語言背後支撐語言表現的華文化價值觀，並對照訪談語料與語料庫現代書面語料，分辨現代分類詞的多元功能。共時研究區分華人評價人物價值的價值維度與歷時研究相同，皆為道德、知識、財富、權勢、神聖性以及集團大我共同性六個價值維度。 共時研究採訪談法蒐集口語語料，以長程深度訪談調取當代華語人士口語語料。訪談對象共36名，受訪者的社會變項依據年齡、教育程度區分。年齡層分為老年（60歲以上）、中年（40—55歲）、青年（18—30歲）三的年齡層，教育程度分為高教育程度（大學及大學以上）、中教育程度（高中）、低教育程度（國中及國中以下）三個教育程度。共時研究訪談問題為檢測受訪者對名詞與分類詞共現的選擇，並瞭解說話者擇取分類詞的理由。訪談問題分為由受訪者主動提供答案的開放式訪談問題（open-ended questions）及由本研究者提供選項讓受訪者選擇的封閉式訪談問題（closed-ended questions），訪談問題利用個體人物名詞檢測分類詞與名詞共現，問題共三部分，每部分之下另分題組。第一部份檢測人物名詞與個體人物分類詞之共現，第二部分檢測人物名詞與具有社會評價之人物分類詞之共現，第三部分檢測名詞與顯示社會連結的分類詞之共現。 研究結果經量化統計及質性分析，證實本研究的假設（一）人物分類詞除了固定形式語意之外，的確有功能意義。（二）由於功能意義浮動，人物分類詞與名詞之間未必是固定共現關係。（三）人物分類詞的功能意義受華文化的「親親原則」與「尊尊原則」宰制。（四）華人利用分類詞指涉人物以滿足文化功能、社會功能及語用功能。（五）分類詞的功能意義的確隨世代變遷而有所增減、創用、維持。本研究並發現，雖然分類詞與名詞的共現有其規則，但是說話者於溝通時未必遵循分類詞與名詞的共現規則。說話者違反分類詞與名詞搭配常例，以傳達讚揚、貶抑、嘲諷、玩笑、友善、不友善等溝通目的。 最後本論文藉歷時研究及共時研究瞭解語言的使用功能反映溝通的情境特色，華語指涉人物的分類詞區分個體與群體之尊卑、親疏，其背後深層結構乃是華文化崇尚人際協合（solidarity）的「親親」原則，以及明辨社會位階（power）的「尊尊」原則兩大禮制精神。華語分類詞隨世代推移而有更迭，詞語的文言化、新興詞的出現、方言逆向入注等現象證明語言與時俱變。分類詞的增生、消退、維持、創用反映華人社會真實狀況，印證語言為滿足社會的需求而不斷變化。

學習語言主要目的為「溝通」及「運用」，如何使學習者習得更貼近母語者的應答習慣是教學者所關心的。研究顯示「圖像」不但可以幫助學習者在閱讀的過程中理解內容，進而延伸思考、融會貫通，更可以激發自我語言表達能力。然而台灣目前使用繪本於教學主要的對象為華裔青年或新移民配偶及其子女為主。因此，本文主要探討如何運用華語繪本於海外成人華語課程。本研究透過大量的文獻回顧探討中英教學中的繪本教學發展、教學理論與教學法、第二語言學習教材與挑選繪本評量標準，以此建立本文之理論架構，同時依據此架構規劃教學設計並執行。除此之外，也根據第二語言教學理論及挑選繪本之標準，建立一套運用於華語課程的繪本選取與評定原則。研究結果顯示繪本運用於成人華語課堂中不僅可以使得課程更加多元化，更可以透過不同的教學素材來延伸教學活動。研究者亦由6T教學法中讓學習者根據6T各項目進行回饋。回饋結果除了在任務及思緒的部分仍需要修正之外，整體來說，學生對於繪本運用於語言課堂有非常正面的看法。然而受到繪本文本詞彙之限制，較多的繪本是適合中級程度以上的學生使用。本研究一共分析了26本繪本，共得出26個主題，主題則以友情、成長、夢想、創意居多。最後參考了許多學術論述之後，制訂了繪本選取評定標準，評定表共分成教學、心理及藝術三個層面來說明，最後共得出50項標準供學界參考。研究者亦於文末提出了未來使用繪本於教學之研究建議。 / The main purpose of learning the language is to communicate and to use it. Therefore, language teacher concern more on how assisting the learners to use the language according to the native speaker’s habits. Research shows that ‘Picture’ can help to improve learner’s ability to understand the content while reading, which can trigger further critical thinking and ultimately mastering the ability to develop their own learning process. However, the use of picture books for teaching Chinese especially in Taiwan nowadays are limited only to the class of overseas Chinese learners, foreign spouses and their children. Hence, the main purpose of this research will be discussing on how to apply the picture book in adult Chinese language course abroad. The method of this research is based on a great amount of literature review on both teaching Chinese and English language using picture books, teaching method theory and pedagogy, second language acquisition material evaluation and criteria on selecting picture book. Afterthen through this framework, the author has planned and implemented the lesson on using picture book in language course. Besides, this research also intend to create an evaluation framework on how to select picture book in Chinese as a second language course. The result has shown using picture book in the adult Chinese language course can create more diverse classroom activates by applying different teaching materials in the class. The author has also conducted an after-class survey to understand learner’s learning condition. Overall, picture book as a class material receives a very positive feedback. Under the vocabulary restriction from the picture book, a lot of picture book is more suitable for intermediate level students only. Apart from above mentioned, this research also analyzed in total 26 picture books, and received 26 themes. The themes include friendship, growth, dream and creativity. Also this research has drawn up the framework of selecting the picture book for Chinese language learning class. This framework achieved in total 47 entries with three aspects, teaching, psychology and artistry. At the end of the research, there’s also suggestion for the further studies.

本篇論文檢視台灣華語為母語之正常幼童以及構音異常幼童之滑音[j],[w], [ɥ]發展與產製表現，採長期觀察之方式，詳細描述正常幼兒滑音產製之出現及穩定年齡、頻率、正確率和發展順序，並且比較此三滑音於各音節位置之產製表現，進而比較兩組幼童之台灣華語滑音產製及音韻歷程之使用行為。本研究以標記理論及位置層級理論來檢驗幼兒滑音之發展與表現。 本研究總共觀察了四位幼童，將其分為兩組，第一組為兩位正常幼童，年齡在九個月至二十八個月和十個月至二十九個月，為期十九個月的觀察，另一組為兩位構音異常幼童，年齡在三歲十個月至四歲三個月和四歲三個月至四歲九個月，為期六個月的觀察。每兩週收錄一次長達一小時之語料，並利用錄製之高規格影音檔做譯寫及分析。 研究結果顯示，正常幼兒之滑音出現順序和穩定順序皆符合標記理論之預測，無標音早於有標音，其滑音產製之穩定度與音節位置相關，音節首位之滑音表現較音節中與音節末之滑音表現來的穩定，這與位置層級理論之推測相符合。構音異常幼童組中發現了有別於正常幼童之特殊取代模式，由較晚習得語音取代較早習得語音，其所產製的語音中會違反華語的音法限制。音韻歷程之表現在兩組幼童中皆偵測到刪除、換位、取代三種模式，其中皆以刪除為主要策略。 / The purpose of the present study is to report the developmental process of three Mandarin glides [w, j, ɥ] in terms of three word positions by examining the age of emergence and stabilization, the order of stabilization, and accuracy rate of thechildren’s production, and further compare the normative data with phonological disorder data in order to explore the possible phonological processes. This study alsoaccounts for the developmental process of glides on the basis of markedness theory and positional prominence hierarchy. A longitudinal study was carried out for the investigation of two normally-developing children, aged between 0;9-2;4 and 0;10-2;4, and two phonologically-disordered children, one of whom is between 4;3 and 4;9, and the other between 3;10 and 4;3. The data were collected at two-week intervals. The results showed that the order of glide emergence and stabilization of the normally-developing group is in accordance with the markedness theory. The unmarked [j], [w] precede marked [ɥ]. Moreover, the stabilization order of the three glides in terms of the three syllable positions was found to reflect the interaction between markedness constraint and positional prominence hierarchy. The unmarked glide in the initial position is the first to stabilize and the marked glide in the non-initial position is the last to stabilize. On the other hand, the children in the phonologically-disordered group were found to consistently replace the presumably earlier-developing glide with a presumably later-developing one, which differs from the process used in the normally-developing group. Furthermore, this group of children produced the combination that violates the phonotactic constraints of Taiwan Mandarin. In addition, there are three phonological processes, including deletion, metathesis, and substitution detected in children’s data. The most commonly used process is deletion in both groups of children.

西方自從1970年代末期逐漸重視華語電影，國內外影評、輿論經常以「中國電影熱」形容這個現象，本研究將此現象置入歷史文化的脈絡中分析，認為這個現象肇因於當時西方面對封閉而陌生的中國，一種交織過去文化想像、殖民經驗、神秘氛圍、現實需求（戰略考量、廣大的市場）所形塑的心理動機，並展現在許多不同領域，而電影「中國熱」是在此情況下的一個環節。 另一方面，本研究以「中心╱邊陲」的後殖民思考架構，視「中國熱」現象為華語電影走向世界的過程中的四個階段－「重新被發現、新電影運動與西方中級影展、納入主流藝術電影院線、與好萊塢電影工業接軌」。同時，本研究也將進一步探討背後的文化意涵及其所代表的意義。 / Since late 1970s, the Western has gradually put more and more concentration on the Chinese films. The film reviews and the public opinions always regard the phenomenon as the “Chinese Cinema Fever”. This article, on the one hand, analyzes the phenomenon in the historical and cultural veins. While facing China, a state once made the western feel so distant and unfamiliar before, a kind of mentality in the “Western” has been molded by the cultural imagination, colonial experience, mysterious atmosphere, and realistic demand (such like strategic consideration and large-scale market, et al.), and displayed in the various fields. Meanwhile, the “Chinese Cinema Fever” is being a part in such complicated situation. On the other hand, the phenomenon, the Chinese Cinema Fever in the Western Film Festivals since late 1970s, will be considered under the framework of “Center-Periphery” and be regarded as a process of the Chinese film toward the world, which is composed of re-discovering, re-emphasizing, including into the mainstream in the system of the Art Theatre. Nowadays, the Chinese films have turned into a part of the worldwide culture and universal consumption. At the same time, I would like to go a step further to discuss the cultural meanings behind the appearance.

華語教材漸趨多元，圖文並茂的素材賞心悅目同時吸引讀者興趣，繪本兼具兩者特質，然而圖文書作為學習華語的語言材料尚未有獨立繪本可直接教學，本研究教材以華測會八千詞為依，加工原始資料，希望成為正規教材之外的初級華語學習教材。 學習者認為中文為困難的語言，學習評量成效不佳，此外受限每週課時，自學時間受專業課程壓縮，動機不足，故藉由兼具圖像與故事情節的繪本製作輔助教材，提高自學能力和興趣，增進閱讀理解，開展交際話題，促進觀點交流。製作繪本輔助教材作為課程材料，教授生詞、語法，從圖文創作：互證、互補、互釋和互斥四項模式教學，並且分析原創作中的圖像，示範教學方式。研究者自側面觀察紀錄教師教學，提供學習者心得回饋表，深入訪談教師和學習者經驗。結果指出學習者藉圖文教材提高學習樂趣，教學前的引導使其提前適應內容，故事討論加強全文組織、理解，增加話題，圖文模式應用於教學後更能掌握圖像互動，讀出其言外之意。最後討論動機的引起及維持、圖文模式和閱讀理解、教學目標和學習收穫，並提出未來華語教學之方向。 / Picture books enjoy great attention today. The readership of more sophisticated picture books like graphic novels increased in the last decade. Illustrated narratives are not confined to manga or children books anymore. Although Chinese teaching materials, too, made great advances in the last ten years and layout and design became more attractive than before, recent developments of teaching materials do not get catch up with the increased popularity of picture books, especially with graphic novels and other picture books for adults. The present study aims to explore the conditions we should care about when we want to use picture books in classroom teaching. A focus is laid on teaching Chinese reading and character acquisition for beginners (A2) who only have a very limited knowledge of Chinese. Can picture books facilitate the learning process of reading? Can illustrations help to comprehend textual meaning? To answer questions like this, the present study examines various theories and research results about the interaction between the illustrations and the reading processes and reflects these theories with their didactic significance. The background for the present study is a half year teaching experience using different picture books to teach reading and Chinese character acquisition to beginners who did not have much time in Taiwan for study and who are not very motivated to learn reading Chinese. At the beginning, the use of picture books as teaching materials aimed to motivate students to learn Chinese characters and to encourage them to read Chinese not only in the classroom, but also to apply their knowledge to their own activities in their leisure time. Later, the author deliberately used picture books as teaching materials to learn more about the advances and shortcomings of these materials. Thus, the present study is the theoretical reflection of this teaching experience. It investigates picture books not only from the perspective how picture books can facilitate learning processes of Chinese reading competence, but also from the perspective how can picture books contribute to motivate students to read Chinese inside and outside of the classroom. Teaching materials based on three picture books are presented in this study. These materials first were used for teaching beginners and become later more and more developed, evaluated and revised in accordance to teaching experience, learning outcome and students’ opinions. Course designs based on these materials are added at the end of the present study.