漢字對於拼音語言背景的華語學習者而言，一直是較難掌握的內容，他們在初學華語的階段，很快就需要記認與書寫與母語文字系統差異極大的漢字，所以經常遇到困難。正由於缺乏相關背景知識，華語學習者的漢字識別和心理認知歷程必然與母語者有所差異。然而語言離不開書寫與閱讀，若要增進中文能力，就必須提升本身的字彙量。漢字總數以形聲字數量最多，形聲字主要可以拆解為聲旁及義旁兩個部分，功能上多以表音及表義區分。關於母語學童的識字研究，常以「聲旁一致性」作為討論主題，透過唸名作業探討學童的識字過程，學者發現這種中文的形音對應關係是隨著學習歷程發展出來的，年級越高的學童，越能看到顯著效果，與識字量和閱讀能力的關聯密不可分。至於成人華語學習者，是否也能在學習經驗中累積出這種形音一致性的對應概念，是以往較少細究的內容。本論文關注此一議題，進行記錄眼動的心理學實驗，探討形音一致性高低對不同程度華語學習者在辨識單字的處理效率和其背後的認知意義。 　　論文實驗採用漢字聽讀整合的作業形式，請受試者聽取經由耳機播放的語音訊息，在電腦螢幕上點選對應的字形，藉由眼動儀器的記錄，分析眼睛對於目標字和無關字的凝視比例變化。實驗操弄目標字的聲旁一致性，並依照中文能力將受試者分成高、低程度二組，高程度組12人，低程度組10人。除了聽讀作業以外，另外採用語言水平問卷、漢字學習策略問卷、中文年級認字量表以及短文閱讀的眼動實驗做為額外的評量工具，以量測受試者主觀和客觀判斷的中文程度，提供後文討論對外漢字教學的實際建議。 　　實驗結果顯示中文能力高低與聲旁一致性高低對凝視比例具有影響。高程度組呈現預期的聲旁一致性效果，於目標字語音播放後的300至500毫秒之間呈現顯著差異，高一致目標字的凝視比例顯著高於低一致目標字。這個結果表示隨著學習經驗的積累，即使是拼音文字背景的學習者，也會因為識字量增加而逐漸具備形聲字聲旁一致性的認知能力。低程度組雖然未獲得如預期的一致性效果，但卻發現聲旁結合度效果，受試者對於同一聲旁越多的字，其凝視比率高於同一聲旁較少的字，足見低程度組雖然字彙量遠不如高程度組，但已經掌握部分漢字結構表徵，只是更加仰賴字形訊息，所以聲旁結合度影響較大。本文結果顯示，對拼音語言的華語學習者而言，形聲字的辨認也並非絕對的一字一音，而是受到語音成分介入。本文最後提出如何利用此研究結果於對外漢字教學及教材編製上，以供後續教學研究參考。 / Learning to read and write Chinese characters is hard for CFL (Chinese as a foreign language) students, especially for those whose native languages are alphabetic languages, would face to a totally different writing system-“Hanzi” at the beginning stage of learning; therefore, it would be a real challenge because of the complexity. Due to lack of background knowledge, CFL students may have a different cognitive process from Chinese native speakers. Nevertheless, to improve language skills and abilities, it is necessary to raise the amount of their Chinese lexicon. Phonetic compounds comprise most of the Chinese characters and can be divided into two parts-a phonetic radical and a semantic radical, which denote the character’s possible pronunciation and meaning. Researchers have found that “phonetic consistency” affects the latency of naming from Chinese native speakers. For elementary school children, the higher grade they are in, the consistency effect is more significant, which related to their learning process of word-recognition. As for CFL learners, we know few from them. The present study focuses on the topic of phonetic consistency, manipulating the eye-tracking methods to investigate the processing efficiency and cognitive meanings from CFL learners of two different levels. The study utilized visual world paradigm of eye tracking methods through a reading and listening task. Subjects would hear a sentence and would be asked to choose the target character from the four on the screen. Fixation proportions of target and unrelated characters were counted in each time bin. The experiment manipulated phonetic consistency value and two groups of subjects participated in this research: the high level group (12 people) and the low level group (10 people), whose native languages were all alphabetic languages. Except for the listening and reading task, we used questionnaires, character recognition test and reading comprehension test to judge subjects’ Chinese reading ability. Results showed that Chinese ability and phonetic consistency affected fixation proportions. For the high level group, the proportion of target was higher in high consistency condition than the low consistency condition after the target onset. Significant consistency effect was found between 300 milliseconds and 500 milliseconds as expectation. For the low level group, there were opposite results compared with high level group and tended to show “phonetic combinability effect” between 300 milliseconds and 500 milliseconds. Subjects had more fixations on those characters with the amount of the same phonetic radicals. It seemed that the visual information attracted more than sound information. These results implicated that CFL students with alphabetic language background have accumulated the phonetic consistency concepts of Chinese phonograms after years of learning; in other words, the phonetic information of Chinese characters also involved in the word-recognition processing for CFL students. At the end, we provided some advices for teaching Chinese as a foreign language based on the present findings.

華語三聲變調的運作範疇(domain)一直以來皆是漢語音韻學家激烈探討的主題，不同研究對於運作範疇的定義皆不同，而過去研究也留下了一些尚待解決的問題，例如分類詞(Classifier)以及介係詞(Preposition)如何與其他音節形成三聲變調的運作範疇。本篇論文藉由觀察語料庫中324句最短為6音節，最長為24音節且由數個三聲音節所組成的中文句子，來檢視台灣華語三聲變調若以Nespor & Vogel (1986)所提出之韻律階層(Prosodic hierarchy)為範疇來運作是否能得出自然且多樣的聲調組合。以下分析主要根據韻律階層的順序分成以下四部分：音韻詞(Phonological word)、附著詞組(Clitic group)、音韻詞組(Phonological phrase)、語調詞組(Intonational phrase)。而作者假設三聲變調有兩種運作方式，一種為循環(Cyclic)，一種為同時(Simultaneous)。循環運作時，三聲變調可先以音韻詞邊界為範疇，再以附著詞組邊界為範疇，再以音韻詞組邊界為範疇，最後再以語調詞組邊界為範疇。同時運作時，三聲變調則只以語調詞組邊界為範疇。語料庫分析結果顯示，中心語(Head)之非遞歸邊(Nonrecursive side)的分支性(Branchingness)需被納入音韻詞組的定義中以得出正確的聲調組合。再者，語調詞組的定義也需將語意(Semantic)以及韻律(Metric)的因素納入考量，以限制語調詞組邊界的形成。經過修正，韻律階層理論不僅能成功描述分類詞以及介係詞之三聲變調現象更可預測華語三聲變調的多樣性。 / Mandarin tone sandhi has been argued by different scholars to apply to different phonological domains such as the foot, the phonological phrase etc. This thesis tackles three main issues left by Shih (1986) and Hsiao (1991): the classifier, the preposition and the under-generation problem. In revising the framework of Nespor & Vogel (1986)’s Prosodic Hierarchy, this thesis proposes a possible explanation of the problems. This thesis constructed a corpus of 324 sentence tokens consisting of 6 to 24 third tone syllables. The tokens were recorded from four Taiwan Mandarin native speakers at a speech rate of at least 200 beats per minute. Through the observation of the tone patterns collected, it is found that the original definitions of the phonological phrase and the intonational phrase given by Nespor & Vogel (1986) are not able to describe the Taiwan Mandarin data. This thesis provides a revision of the prosodic hierarchy by taking into account the branchingness of the nonrecursive side on the phonological phrase level and by incorporating Selkirk (1984)’s Sense Unit Condition on the intonational phrase level. Finally, a foot formation condition is also proposed in order to restrict the minimal length of a phonological phrase or an intonational phrase.

國內關於華語文教學之研究多著重於漢語語音、詞彙、語法本身，以及不同國籍間之教材設計、對比分析等外在因素，關於外籍學習者本身學習情況之探討較為有限。外籍學生在全外語學習環境下產生的學習困擾，對於學習之影響力不容小覷。因此本研究旨在以半結構式訪談，深入瞭解台灣外籍學生於內在原因、外在原因，以及華語作為第二語言等原因之影響下，所產生的學習困擾與因應策略，並比較不同國籍、學習動機與目的、語言學習背景等研究對象之間的學習困擾及因應策略差異情形，提出結論及相關建議。 為達上述研究目的，本研究以質性研究方法中的訪談法進行研究，訪談五位曾在台灣學習華語超過一年以上之外籍學生，根據「台灣外籍學生學習困擾及因應策略訪談大綱」實施訪談，並將訪談資料整理歸納後，提出研究結果分析與討論及研究發現。根據本研究目的與問題，提出本研究結論如下： 一、引起受訪之外籍學生產生華語學習困擾原因中，最多為外在原因，其次為內在原因及華語作為第二語言之因 二、令多數受訪之外籍學生產生華語學習困擾之因有：實用性不足、華語語序與外籍學生母語差異之問題，以及華語中聲調太困難等困擾 三、受訪之外籍學生較特殊的華語學習困擾有：對於課堂練習方式不滿的困擾、聽不懂台語的困擾，以及在台灣繼續求學或工作後發現華語能力不足的困擾 四、受訪之台灣外籍學生面對華語學習困擾之因應策略，多為行為層面因應，其中以「主動尋求解決」居多，態度上以「正面積極」居多 五、受訪之外籍學生面對華語作為第二語言所引起的學習困擾之因應策略以「不回應」居多 六、不同國家、華語學習動機與目的、華語學習背景之受訪外籍學生具華語學習之差異 基於以上述研究結論，本研究提出之建議如下： 一、對華語教學相關單位之建議 (一)宜提高聘任華語教師教學知能方面的門檻，並轉換對發音之要求 (二)建立華語教師進修方案及開設多元文化研習 (三)可以志願性或實習的方式，招募有志從事華語教學者，協助語言中心實施課後輔導，或依個人專長開設華語相關才藝課程 (四)宜事先根據外籍學生華語學習背景及學習目的，安排適當課程內容 (五)實施教學意見調查制度，提供長期累積困擾者反應之管道 二、對華語教學者之建議 (一)增進華語教學內容之實用性 (二)觀摩或吸收資深華語教師之經驗，了解不同程度及背景之外籍學生華語學習差異情形以因材施教 (三)宜善用社會資源及多媒體資源，幫助外籍學生增進中華文化知識 三、對華語教學政策之建議 (一)建立更完善的華語教學政策，結合不同取向的華語師資 (二)建立多元化之華語教師評鑑制度 四、對未來研究之建議 (一)在研究方向上的建議：可增加影響華語學習之原因或縮小影響原因至某一層面研究 (二)在研究方法上的建議：可繼續使用質性研究方法，從不同角度或層面，對此相關議題作更深入之探討 (三)在研究對象上的建議：研究對象範圍可擴大至中、南或東部地區，或是在私人華語補習班中學習的外籍學生；選取條件之設定上，可加入不同社會因素之受訪者條件 / Much research about Teaching Chinese as a Second Language (CSL) in Taiwan has been on Chinese phonetics, vocabulary, grammar, and the design of teaching materials as well as comparative analysis among different countries. Few studies, however, were conducted to explore the actual learning conditions facing foreign students in Taiwan. That is, the influence of foreign students’ learning difficulties from all foreign language environments should not be underestimated. Therefore, the purpose of this study was to understand foreign students of Chinese learning difficulties and their coping strategies influenced by external and internal reasons and to compare the individual student differences of learning motivation and goals, language learning backgrounds of different countries via semi-structure interviews. This study concludes with recommendations for future research. To accomplish the purpose of the study, this research adopted qualitative research methods through interviewing five foreign students who had learned Chinese in Taiwan more than one year. The interview outline was developed based on “Chinese learning difficulties and coping strategies for foreign students in Taiwan.” The conclusions of the study are as follows: 1.Among the reasons for Chinese learning difficulties facing the interviewed foreign students in Taiwan, the external reason mentioned by the participants outnumber the internal reason and the reason of Chinese learning difficulties; 2.The main reason of Chinese learning difficulties for the foreign students in Taiwan include lack of practicality, problem of word order between their first language and Chinese and the difficult Chinese tone; 3.The salient Chinese learning difficulties facing the foreign students include their dissatisfaction with practice activities in class, difficulty in understanding the local dialect Taiwanese and insufficient Chinese proficiency for continuing their study or work in Taiwan; 4.The coping strategies used by the foreign students who faced Chinese learning difficulties are mostly behavior-related, and the most frequently used strategy is “seeking solution actively”. 5.The attitude of the interviewed foreign students is generally positive. As of the coping strategies of learning difficulties of CSL, most foreign students made no response; 6.Since the foreign students in Taiwan come from different countries with various language learning backgrounds and learning motivations and goals, the Chinese teaching style in Taiwan may generate different aspects of learning difficulties and coping strategies. Based on the conclusions in this study, several recommendations are made: 1.Suggestions for relevant institutions of Chinese teaching include: (1) Enhancing the condition of teaching knowledge and ability when employing Chinese teacher, reducing the emphasis on pronunciation; (2) Establishing the advancement scheme for CSL teachers and opening workshops of multiculturalism (3) Recruiting volunteers or interns who wish to be Chinese teachers who can assist the language center after school or who can conduct Chinese courses according to their expertise; (4) Considering the educational backgrounds and learning goals of the foreign students to arrange appropriate proficiency-level courses; (5) Implementing teacher evaluation survey and providing an opportunity for students with learning difficulties to express their concern about teaching. 2. Suggestions for Chinese language teachers include: (1) Enhancing the practicality of the CSL content; (2) Observing or absorbing senior CSL teachers’ teaching experiences, heeding individual differences of foreign students with varied language proficiencies to teach according to their proficiencies; (3) Capitalizing on social and multimedia resources to help foreign students enhance their knowledge of Chinese culture. 3. Suggestions for Chinese language teaching policy include: (1) Implementing a more rigid Chinese teaching policy and gathering Chinese teachers with different orientations of teaching; (2) Establishing diversified Chinese teaching evaluation system; 4. Future research is suggested to: (1) Explore the factors that may facilitate the learning of Chinese learners or investigate a given factor that may influence the learning of Chinese to a certain degree; (2) Use qualitative research methods to yield more in-depth discussions in related issues from different perspectives; (3) Include more participants in other areas in Taiwan or foreign students learning in private Chinese language centers and the settings of different selected conditions to explore other social factors.

本論文旨在以民族誌研究方法觀察美國國際交流協會(CIEE)留學生的華語習得期間之文化適應。身為一位CIEE的校友，以及目前在國立政治大學就讀華語文教學碩士學程，並擔任CIEE 語言助理，作者想要透過CIEE美國學生在台灣的經驗來觀察他們學習華語的過程。 本研究提出，美國學生在台灣留學時，同常會經過四種文化適應的發展過程:(1)期待(2)文化衝擊 (3)迷失 (4)適應。研究結果顯示，雖然大部分的人都覺得東亞洲美國學生不可能經驗文化衝擊, 本研究發現正因為他們缺乏了文化衝擊之意識, 使他們在華語習得習期間無法順利適應文化以及學習語言。因此為了有效的幫助華語為第二語言學生學習華語，作者建議學生與老師應該增加文化衝擊之意識。 / This qualitative research study investigates exchange students from the United States (America) in the program of the Council on International Educational Exchange (CIEE), in terms of their experiences during their process of acculturation while acquiring Chinese Mandarin language skills. Previously as a study abroad program student in National Chengchi University, Taipei, and currently as a graduate student in Teaching Chinese as a Second Language Master’s Program, and Language Coordinator of CIEE, (a study abroad program on the same campus), the author proposes to do a case study on the program’s students. The purpose is to understand the effects of cultural experience in second language acquisition by American students through ethnographic methods. The author proposes that in order to effectively acquire Chinese Mandarin language, it could be important for tracking American students’ acculturation process of 1. Anticipation, 2. Cultural Shock, 3. Disorientation, and 4. Adaptation. It is observed that although most people assume that East-Asian Americans experience less culture shock due to their Asian heritage, the study shows that their lack of ‘culture shock awareness’ in fact puts them at a disadvantage, which delays their adaptation, and impedes upon their success in Mandarin language training. The study concludes that decreasing social distance and promoting social interaction through acculturation in classrooms may be effective methods for both East-Asian and non-East-Asian American students to become successful in acquiring Chinese Mandarin language. Thus, it is suggested that students and teachers should increase their level of culture shock awareness in the study abroad context in order to assist Chinese as a second language (CSL) learners.

華語由中國大陸引入台灣數十年後，因為政治上的阻隔、語言接觸的影響和語言實踐的結果，已經產生了顯著的變化。在發音、詞彙和語法等各個層面上，無論和引入台灣之前於中國大陸訂定的「標準國語」或是中國現行的「普通話」相比，都具有明顯的差異，語言學界將目前台灣通行的華語稱為「台灣華語」（Taiwan Mandarin） 「台灣華語」這一華語的變體是絕大多數台灣人日常生活時所採用的語言，作為華語中獨立的分支也是語言學界公認的事實，然而台灣的華語教學界鮮少將「台灣華語」的發音視為學習標的。華語教師教學時所使用的語言和台灣人民日常使用的語言存在顯著斷裂。 本研究檢視華語從一方之言到演變到「國語」的建構歷程以及華語在台灣的發展史，發現華語在台灣的發展和民族主義與國族認同的建構具有密切的關連。在回顧相關文獻與制度規章並佐以與現任華語教師的訪談結果後，發現台灣的對外華語教學界也普遍受到這種影響。教學的內容除了語言教學的專業考量外，尙存在著以往以獨尊華語、壓迫台灣其它語言的觀念及做法，認為「台灣華語」乃受「方言」污染而不純淨的語言，並以「華語」發源地的北京口音為嚮往對象。 最後，本研究從大眾傳媒的角度切入，探討「台灣華語」的最大公約數。認為「台灣華語」中許多成份已趨穩固，為絕大多數的台灣人所接受，也對全世界的華語人口具有相當的影響力。「台灣華語」的發音和繁體字、台灣式的辭彙與注音符號一樣應可視為「台灣華語」的重要成份，而能夠進入教學殿堂，作為外籍學生學習的對象。 / This study discusses the role of 'Taiwan Mandarin' in the field of teaching Mandarin as a second language. Results of the study indicate that Taiwan Mandarin is commonly disregarded, due to its association with other Taiwanese languages and the method in which it was introduced to the Taiwanese community. Decades after its introduction to Taiwan, Mandarin has evolved as a result of political and geographical separation from its origin in China, language contact, and local usage. This new variant, known as ‘Taiwan Mandarin’, has marked differences in terms of phonology, lexicon and syntax, and is viewed as a independent variant, different from ‘Guoyu’ or 'Putonghua' by many linguists. Although Taiwan Mandarin is, in practice, the most commonly used language by the Taiwanese people, it has been rejected by many language teachers and those who compile teaching materials for foreign learners. Language teachers are expected to teach an accent that is different from that of most Taiwan Mandarin speakers. This study investigates the standardization of modern Mandarin, and how it has developed in Taiwan. It shows that the enforcement of Chinese nationalism and identity is closely related to the popularaization of Mandarin in Taiwan. After reviewing related studies, regulation of teaching proficiency tests, and interviewing language teachers, it has been demonstrated that Chinese nationalism has also influenced the teaching of Mandarin as a second language in Taiwan. Taiwanese Mandarin phonology is commonly associated with the result contaminated by other Taiwanese languages such as Holo and Hakka by language teachers, and hence only the Beijing dialect is considered standard and desirable. Based on the findings of previous studies and interviews, this study suggests that the commonly accepted Taiwan Mandarin phonology can be gained through the language used in Taiwanese media, due to its steadiness and popular standing amongst Mandarin speakers world wide. Its unique phonology should be considered an important feature of Taiwan Mandarin, along with traditional characters, Taiwanese lexicon and phonetic symbols (注音符號), and it should be accepted in teaching methodology.

本論文嘗試分析王禎和小說《玫瑰玫瑰我愛你》人物對白中的語碼轉換現象 ，探討文本中轉碼的社會語用策略與功能、轉碼的結構形式、以及語種變換的類別。希望藉由本研究歸納出的台灣華人語碼轉換的規律性與通則，為日後華語文教學與教材編撰上提供參考價值。 本論文的分析框架建立在Gumperz (1972,1982) 提出的情境型語碼轉換 (Situational code-switching )、隱喻型語碼轉換(Metaphorical code-switching)、對話對話型語碼轉換(Conversational code-switching)，Poplack(1980)提出的句間語碼轉換(Inter-sentential switching)、句內語碼轉換(Intra-sentential switching)、附加語碼轉換(Tag switching)，以及Leech(1983)的語篇修辭(Textual Rhetoric)與人際修辭(Interpersonal Rhetoric )的觀念。 總計文本中的轉碼語料共有282筆。研究結果如下列所述。首先，文本中的語種變換類型有：國語轉閩南語、國語轉英語、閩南語轉國語、閩南語轉日語、閩語南轉客語、英語轉國語。分析結果顯示台灣華人以國語轉入其他語言的比例最高(占63.4%)，其次是以閩南語轉入其他語言(占30.8%)。相較之下，以其他語言母體語或鑲崁語的轉碼比例偏低。另外，國語和閩南語之間的互轉是文本中台灣華人最常使用的語碼轉換方式，其主要因素與台灣的政治、族群和社會變遷相關。 在句間語碼轉換(Inter-sentential switching)、句內語碼轉換(Intra-sentential switching)與附加語碼轉換(Tag switching)中，句間語碼轉換占80.0%比例最高，句內語碼轉換居次(占16.0%)，可能是因為句間語碼轉換較不像句內語碼轉換，需要較多文法上的技巧問題，所以對人們來說比較容易。附加語碼轉換在文本出現的比例僅占4.3%。 在情境型語碼轉換 (Situational code-switching )、隱喻型語碼轉換(Metaphorical code-switching)與對話型語碼轉換(Conversational code-switching)中，隱喻型語碼轉換高達80.1%；而情境型和對話型語碼轉換總共僅占19.9%，其中情境型語碼轉換占12.1%，對話型語碼轉換占7.8%。在情境型轉碼中，國語轉閩南語占3.2%，國語轉英語占5.7%，閩南語轉國語占2.5%。隱喻型語碼轉換中，以國語轉閩南語占41.8%及閩南語轉國語占23.0%比例最高。 本研究發現文本中轉碼被運用於語篇修辭的比例略高於人際修辭。就語篇修辭而言，分析結果顯示語碼轉換在語篇修辭中計有：訊息有無(添加訊息、詢問)、全面瞭解(解釋、糾正、確認、澄清)、比較、話題轉換(主題、段落)及指涉(具體、替代)等五類11項功能策略。文本中的語碼轉換大部分是為了要對訊息做入碼運作(Processibility Principle)，占34.0%，表達原則(Expressivity Principle)占29.2% ，清晰原則(Clarity Principle)占25.9% ，經濟原則(Economy Principle)占10.9%。 語碼轉換在人際修辭社會情境中的使用大多是為社會面向的目的(占人際修辭總語料的87.4%)，比場合面向(12.6%)高出非常多，顯示在人際修辭中，轉碼主要的目的是處理人際關係，而不是應付場合條件之所需。在社會面向中，語碼轉換所占的比例多寡順序為：社會標記(41.5%) > 態度(26.7%) > 社會距離的順應調整(19.3%) 。 小說中的語言與文化對於華語教學而言是現成有趣的教材。所以筆者認為小說文本應可運用在華語教學上當作教材使用，以教授外籍學生華語文本賞析的技巧，並了解小說作者或文本人物言語行為的真正社會語用意圖。 關鍵詞：文本分析、語碼轉換、混碼與夾碼、社會語用、華語文教學

在全球化的趨勢下，外語教學所強調的交際能力不再侷限於語言形式的相關技能，而是透過對文化的分析解釋，幫助學習者獲得更全面的溝通能力。文學作品透過各層面的文學想像，幫助學習者意識到實際交際的複雜性、模糊性。而文學作為現實生活的反映，往往會引起不同背景的學習者對不同文化與文明之間的共鳴，藉此了解跨文化交際間雙方對所處的社會現實不同的理解。 魯迅的小說作品刻畫出中國人的民族性格，是中國文化的可貴資產。他筆下的人物、歷史意蘊、文化色彩等，正好為學習者提供相應的語境，幫助學習者自作品中的社會交往符號和常規了解另一個社會的文化群體。然而目前華語文教學界在理論研究上對中國現代文學課程缺乏足夠的重視，故本研究旨在探討魯迅小說於文化課程上之應用。 本文採質的研究法，探討文學與文化於華語文教學上之運用，並以〈孔乙己〉、〈祝福〉、〈阿Q正傳〉三篇小說為討論範圍。文化課程實踐將以〈祝福〉為主，進行試驗教學，並根據其教學結果評估，適當修正〈孔乙己〉、〈阿Q正傳〉之教案。針對上述提及的魯迅文化觀之分析，本論文將從兩方面觀照：一、以魯迅的三篇小說為範圍，論述魯迅所批評的中國文化觀，並闡釋魯迅小說所傳達的思想內容。二、探討一九一九至一九七六年後文藝批評者對魯迅的評價及研究。 根據研究結果，研究結論有二：一、魯迅小說著作是提升華語文學習者之文化意識的重要素材；二、學習者能主動參與以魯迅小說為主題而設計的文化討論。最後，研究者根據研究結果提出相關建議：一、語言學習者的交際能力可能受限於目標語的文化知識。故為了幫助在台學習華語的外籍生獲得更全面的交際能力，結合台灣文學以及其背後的民俗意義於文化教學中，勢必能提高學生對文化的學習動機；二、語言作為一種符號系統，在編碼和解碼的過程中能反映某種文化意義，故結合文學的語言形式和文化內容設計閱讀課程是必要的。 / With the trend of globalization, communicative competence in foreign language education requires not only the goal of communicative efficiency but the development of culture awareness. In other words, it is not sufficient for learners to know how to communicate meanings but to understand the practice of meaning making itself. Literary texts are products that reflect different aspects of society. For it is through literature, serving as cultural documents, that learners can sense the complexity and ambiguity in norms of interaction in cross-cultural situations, and thus to be sympathetic to a different country and culture. Lu Xun’s novels, analyzing specific “Chinese national characteristics”, had a great impact on how modern China looks in the past. Through the historical background, emotional resonances and moral imaginings embodied in Lu Xun’s novels, learners are able to gain a deeper understanding of Chinese culture. However, literature has not been given much emphasis in the TCSL classroom. As a result, the purpose of the thesis is to explore Lu Xun’s perspective on Chinese culture and to apply its results to the practical use of teaching Chinese. A qualitative research method was employed to analyze Lu Xun’s novels and to exploit the novel called “New Year’s Sacrifice” in the classroom. In detail, the present thesis focuses on two discussions: (1) Analyzing Lu Xun’s novels: The underlying value orientations presented in “Kong Yiji”, ”The True Story of Ah Q “ and “New Year’s Sacrifice “will be discussed. (2) Analyzing critical appraisals of Lu Xun’s work in order to figure out how Lu Xun became one of the most prominent authors of modern China: Critics’ views in 1919 to the years after 1976 will be examined. Results of the study indicate that the multiple layers of cultural meaning in Lu Xun’s novels can raise learners’ culture awareness as well as motivate learners to discover the underlying concept of culture. Lastly, the suggestions developed from the discussions are provided as follows: (1) Negotiation of meaning often flounders because of a lack of understanding and trust of how to participate in different discourse environments. Thus, Taiwanese literature can be included in culture teaching for students who are learning Chinese in Taiwan. Through the cultural context provided in Taiwanese literature, students are able to acquire a much more sophisticated competence in the manipulation of symbolic systems and also to enhance positive attitudes toward Taiwanese culture group. (2) The interaction between language and culture should be considered as a substantial part of culturally oriented language courses.

自Greenberg (1972) 以來，陸續有學者探討世界語言中的複數標記和分類詞之間的關係，並指出兩者的相似之處(Greenberg, 1972; Sanches and Slobin, 1973; Borer, 2005; Her, 2012)。本文稱這些研究為CL-PM Convergence View。這些研究指出分類詞 (numeral classifier; CL) 與複數標記 (plural marker; PM)呈現互補分布的關係。學者們 (Borer, 2005; Her, 2012) 更進一步認為，分類詞與複數標記在同一名詞組裡呈現互補分布，表示兩者在句法結構上佔據相同的位置，應視為相同的成分。然而本文發現，台灣華語「Num+CL+N們」結構有一定的能產性。若將「們」視為複數標記，則台灣華語對於上述學者的理論就形成了反例。有鑑於此，本文目的在於以句法接受度實驗及語料庫兩項方法，重新檢視台灣華語「們」的各種用法，以期解決文獻上對於「們」的諸多爭議。接著，在建立語言事實後，本文探討「們」對於CL-PM Convergence View的意義，並對於台灣華語「們」與分類詞在歷時和共時上的互動作出新的解釋。 具體來說，本文釐清了下列六項事實，為文獻上的爭議提供新的證據: (一)「們」可用於非指人的名詞；(二)「N們」為定指；(三)「Proper N們」僅表示 ‘多位Proper N’；(四)「¬1群N們」合法；(五)「Num+CL+N們」合法；(六) 在有接受英語教育的前提下，母語者的英語程度越低，對於「Num+CL+N們」的接受度越高，也越容易受到英語句法結構的促發(priming)，表示「Num+CL+N們」的產生與和英語的接觸有密切關係。考慮這些事實及其他台灣華語沒有爭議的特性，本文認為台灣華語「們」應視為一個集合標記(collective plural marker)，而非文獻所說的伴同標記(associative plural, Iljic, 2001,2005; 陳俊光，2009)或是普通複數標記(additive plural, Li, 1999; Hunag et al, 2009)。最後，本文提出兩個論點: 第一，我們根據Her et al (to appear)的洞見，區分「語意複數」(semantic plural)及「語法複數」(grammatical plural)；第二，我們提出新的事實，論證「們」在句法上，台灣華語「們」是一個附綴(clitic)而非詞綴(suffix)。這兩項論點證明台灣華語「們」並不違反CL-PM Convergence View的預測，亦可以解釋「們」與分類詞在歷時(李豔惠、石毓智，2000)和共時上的互動。 / Since Greenberg (1972), there have been many studies addressing the issue of the relationship between numeral classifiers (CL) and plural markers (PM) (Greenberg, 1972; Sanches and Slobin, 1973; Borer, 2005; Her, 2012). These scholars (henceforth CL-PM Convergence View) discovered that CL and PM tend not to co-occur in the same language, and even if they do co-occur, they are complementarily distributed within NP. Some linguists (Borer, 2005; Her, 2012) take this generalization further to propose that CL and PM in fact belong to the same category. However, when we look at Taiwan Mandarin (TM) data, a potential counterevidence can be found: [Num+CL+N-men], in which CL and –men, generally taken to be a plural suffix, co-occur within the same NP. In light of this, this study aims to take a realist look at TM –men, collecting relevant data from grammaticality judgment task and corpora so as to capture the behavior of –men. We then test CL-PM Convergence View against empirical data obtained in the study, showing that [Num+CL+N-men] does not constitute a counterexample to CL-PM Convergence View. The apparent interaction between CL and –men in TM can also be accounted for under our analysis of –men. Specifically, this study establishes the following facts for TM –men: (1) the use of –men is not restricted to human Ns; (2) N-men must be definite; (3) Proper N denotes ‘more than one Proper N’; (4) [¬1 qun N-men] is grammatical; (5) [Num+CL+N-men] is grammatical; (6) native speakers’ acceptability of [Num+CL+N-men] is in negative correlation with their English proficiency, and priming effects of English structure [Num+N-s] are observed on speakers with low English proficiency. Taking these findings into account, this study proposes that TM –men should be best analyzed as a collective plural marker, contra Iljic, (2001,2005) and 陳俊光’s (2009) “associative” analysis on the one hand, and Li (1999) and Hunag et al’s (2009) “additive” analysis on the other. Accordingly, we argue that –men as a collective does not constitute a counterexample to CL-PM Convergence View, citing two further pieces of evidence: Her et al’s (to appear) insight that “semantic plural” and “grammatical plural” should be distinguished and the proposal made there to revise CL-PM Convergence View, and the “clitic” analysis of TM –men proposed in this study. Finally, we show that the distinction between “semantic plural” and “grammatical plural” also nicely explains the synchronic and diachronic interaction between CL and –men in TM.

在交談中在人們的交談中，順暢不間斷的話語是很少存在的。說話者對話語的修復 (repair)才是口語會話中普遍存在的現象。而修復的使用會因為可執行的語用功能有所不同，同時也可能受到學習者的語言程度而有所影響。過去國內外已有許多關於自我修復的研究，但是針對以華語為第二外語學習者的自我修復現象，則尚未見到較為深入的研究。本研究主要為了瞭解華語學習者使用的修復方式 (repair) 以及語用功能 (Pragmatic Function) 和他們的華語程度之間的關係。 為達研究目的，本研究採用實地錄製而來的語料分析。 一共使用九份語料， 受試者來自不同的國家學習華語者，年齡層約介於19-30歲之間。依他們的華語程度分成中級、中高級、高級三個等級。 在每個等級中，皆採用三份會話語料，而這三份會話語料之受試者性別分別是男女、女女、男男，總共採用18名受試者的語料，他們彼此的關係都是好朋友或為同班同學。每筆語料約擷取三十分鐘的長度，對話的形式則是面對面的、未經事先計畫的真實、自然的互動。 語料蒐集後，依照不同的修復方式分為：重複、補全、詳述、替代、重啟、重組六種；說話者的語用功能為：保留話輪、補充說明、更正、確認。所有語料經過分類統計過後，結果發現：1.程度較高的學習者修復次數比程度低的多；2.說話者做的詞彙方面的修復頻率高於句法方面的修復；3.說話者使用的修復方式受到語用功能與句法的影響，其偏好順序為：重複、詳述、替代、補全、重啟、重組；4.說話者為保留話輪使用重複多於補全與重啟；為補充說明說話者使用詳述多於替代與重組；為確認使用重複多於替代與補全；5.說話者的程度不影響為保留話輪與確認所做的修復方式，只有在補充說明此功能中的替代這種方式有顯著差異。 / Many linguists have found that perfect utterances do not actually exist all the time during a conversation. In fact, an unclear message is usually sent and need to be Repaired. This study aims to investigate self-Repairs made by Chinese learners, in particular with respect to inter-relationships among repair types, the pragmatic functions of repairs, and the speaker’s language proficiency. Data analyzed in this study are collected from nine dyadic, face-to-face daily conversations, each lasting at least 30 minutes. There are 18 participants from different countries aged between 19 and 30. They are divided into three different groups according to their language level. In order to see whether the different interactions between Repair types, pragmatic functions and speaker’s proficiency is significant or not, this study will use ANOVA to analyze those data. The findings are as follows: For the pragmatic function of Floor-holding, speakers use Repeat more than Complete and Restart. For the pragmatic function of Clarification, Elaboration is the type most frequently used, and then follows the types Replace and Reorder. For the pragmatic function of Confirmation, Repeat is also the most favored type. With the speaker’s language level taken into consideration, this study finds that interlocutors’ proficiency does not influence the choice of Repair types to serve the pragmatic function of Floor-holding and Confirmation. The only significant difference found in the pragmatic function of clarification is found in intermediate level and high level.

語言與文化息息相關，文化議題是語言教學不可忽略的一部分，華語文教學若缺少文化傳承，則失去教學的精髓。華人文化就是中國人的「生活組織」，中華文化每個時代的蛛絲馬跡，都可以在包羅廣闊的漢語詞彙中尋得。 　　本論文以《詩經》衣飾作為探討中國古代文化的憑藉，輔以各朝代注家著作，以及與衣飾相關的傳世文獻及出土文獻，本論文主要研究內容如下：一、周代階級文化：周代人們的社會階級，充分體現在具體的衣飾形制、材質、色彩、紋飾等部分；二、周代性別文化：從《詩經》對衣飾的描寫，能夠看出中國自古「兩性不平權」的文化特點，本文試圖從男女衣飾制度，探究衣飾彰顯出的性別文化意涵，以及這些禮制背後的性別思想；三、周代色彩文化：中國古代對於色彩有「正」、「間」的區別，將顏色分為尊卑，也存在於衣飾；四、華人衣飾文化在華語文教學的應用：分為「教學技巧」以及「教案設計」兩部分，「教學技巧」包含「文本導讀」、「情境式文化教學」以及「文化對比」，引導學生認識古代中國衣飾所彰顯的華人文化，並設計教案，將衣飾文化融入華語文教學的文化課程。