近年來，隨著高等教育國際化的浪潮，全台各大學無不致力於外籍學生的招收，近年來來台交換學生人數之急遽增加即為一例。而除了專業課程外，華語學習亦為交換生在台生活重要之一環，可幫助其解決生活上之語言困難，亦可使其藉由語言之學習了解中華文化。品質優良且針對性高的華語課程，為吸引交換學生來台之誘因之一，可見華語課程之設計與提供與交換學生之招收息息相關。 基於以上背景，筆者在此研究中藉由問卷調查、訪談及課堂觀察等三種方式蒐集資料，並以某公立大學為對象，將其於99學年度春季期入學且選修華語課程之交換學生進行個案探討，檢視目前交換學生華語學習之情形，目的在於（一）了解交換學生之背景與學習特性，並檢視各項可能影響其華語學習之因素。（二）深入瞭解目前交換生對於華語課程之意見，包括對於教師、教材、教學法及上課內容等。（三）了解行政人員對於交換生華語課程之規劃情形與華語教師在教學中所遇到的困難。（四）藉由以上幾點，分析該校目前華語課程之優缺點，並且提出對未來華語課程之改進建議。 筆者將上述所蒐集之資料進行分析及探討，發現交換生確有與其他類型之外籍學生不同之華語學習特性—其多屬短期且初級之華語學習者，且華語學習多半並非來台交換之主要目的。然而，因目前提供之華語課程設計普遍無法配合交換生之學習需求、交換生本身華語學習之特殊性未被重視及提出討論，以及學校目前缺乏完善的華語課程配套措施等若干原因，導致學生學習動機低落、教師教學困難及學校資源浪費等結果，此現象值得注意。 最後，筆者針對上述之發現，分別對於該校國合處、華語中心及華語教師三方面提供未來可能之改進建議。關於國合處，筆者建議：（一）釐清華語課程之責任歸屬（二）將「華語」及「文化」課程結合（三）華語獎學金配套措施之改善（四）加強學生課外華語接觸機會；關於華語中心，筆者建議：（一）加強對交換生之課程規劃及教材設計（二）設置專任或常任之特別班教師（三）注意特別班程度不齊的問題（四）設立特別班課程評鑑機制；關於華語教師，筆者建議：（一）捨棄以課本為核心的教學（二）聽說為主、讀寫為輔的上課方式（三）實用取向的上課內容（四）上課要求的提高（五）教師間教材的分享與合作（六）善用任務教學法、結合活動教學。本研究之分析與建議，可在目前來台交換生總數急速成長的情形下，提供各大學交換生華語課程改進之參考。

依據1957年韓文學會的《韓國語大辭典》 的分類，在韓國語詞彙中漢字詞占總詞彙的53%，與之相比，非漢字詞彙占47%。由此可見，由於韓國屬於漢字文化圈，所以韓國人在學習華語的時候，與非漢字文化圈的人相比，存在著許多優勢。不過實際上韓國學生在學習華語時經常遇到很多困難，而且有時候並不能精確地使用詞彙。我們發現韓語中部分的漢字詞與相對應的華語詞彙存在著同形同義和同形異義的現象，雖然同形同義詞只是在語法上有些微的差異，但這些差異會成為韓國學習者學習華語的困擾。不僅在學習華語時會產生誤解和誤用，甚而會影響華語交際。由於韓國學習者的漢字基礎常常會誤導他們，所以他們在學習與運用華語時，已有的韓語漢字基礎會對學習產生負遷移。 在第二語言學習中甘瑞瑗(2002) 指出，詞彙習得和詞彙教學是很重要的一環。對韓國學生來說，掌握華韓語之間漢字詞的關連性是能否有效運用華語的關鍵之一。因此，筆者認為，比較和分析「台灣華語8000詞」和與之相應的韓語漢字詞，具有學習上的幫助。 本文旨在以「台灣華語8000詞」 為中心，對照《韓國漢字語辭典》找出兩者之間的同形漢字詞，並把這些同形漢字詞分為同形同義詞、同形部分異義詞與同形完全異義詞三類，具體地分析台灣華語詞和韓語漢字詞的異同。接著以個案研究的方式，探討韓語漢字詞在韓國學生學習華語詞彙時是否帶來正遷移的現象；並以問卷調查的方式來檢驗韓國學生已認識的韓語漢字詞，是否也對華語詞彙學習造成負遷移的影響。 最後，根據個案調查及問卷研究結果，分別對華韓同形同義詞、同形部分異義詞與同形完全異義詞等三類，提出華語詞彙教學建議。 / According to the research of the Chinese Character Society which get published 1957 in the Korean Dictionary, 53% of the Korean vocabulary is based on the Chinese language. This high percentage demonstrates the great impact of the Chinese culture on the Korean language over a long time. Today, Korean learners of the Chinese language may take advantage of this historical and linguistic fact when compared to learners from Western countries. However, in practice, Korean learners still have great difficulties in acquiring the correct usage of a variety of Chinese words in spite of lexical similarities with their mother tongue. Interferences from the Korean language usage on the learners’ target language are an obvious fact. In a first approach, compared with the homographic vocabulary of the Chinese language, Chinese loan words in the Korean language can be classified into three main categories according to their semantic congruency: 1. homosemantic words: homographic words in both languages share principally the same lexical meaning (同形同義詞); 2. semantic congruent words: homographic words in both languages share a congruent basic meaning but lexical meaning differs in certain properties (同形部分異義詞); 3. semantic incongruent words: homographic words in both languages principally do not share a common lexical meaning (同形完全異義詞). The reason may be due to historical meaning changes in both languages. Semantic differences in basically semantic congruent words and semantic incongruency of homographic words both handicap correct vocabulary acquisition of the Chinese language by Korean learners and complicate their correct comprehension and correct usage of the Chinese language. The relevance of correct vocabulary acquisition was already pointed out by the research of Gan Ruiyuan (甘瑞瑗,2002). The present study wants to do a fresh approach in the study of the basic homographic vocabulary of Chinese and Korean languages in its significance for Chinese language teaching to Korean students. To do this, it compares the semantic features of the Chinese basic vocabulary listed in the Taiwanese dictionary 8000 Words in Chinese with their Korean homographics listed in the Dictionary of the Sino-Korean language and classifies the results according to the three categories of semantic congruency mentioned above. Semantic incongruent features are discussed regarding their difficulty both in acquisition and in the correct usage for Korean learners of the Chinese language. In addition, a short learner’s enquiry wants to give further insights into phenomena of language interference which appear in the usage of Chinese homographic vocabulary by Korean students. Finally, the study wants to give some practical suggestions for teaching Chinese homographic vocabulary to Korean students.

In this thesis I provide a business plan for the establishment of a Chinese Language Institute in the city of Querétaro, México. The city of Querétaro is and advantageous location for the operations of this institute. It is highly developed and ranked the most innovative in the country for its industry and education, which is reflected in its population’s levels of education, professional capabilities and income. The city is also attractive to foreign investment for the establishment of their operations, and more recently, attracting interest from Asian corporations. With competitive prices, academic excellence and comprehensive materials, we expect to serve the population in Queretaro ranging of ages between 3 and 45. We will deliver quality services with mandarin native-speaking professors who will additional have a background and training in teaching and languages. This will be our main differentiator. We believe this will provide students of all ages with the tools and preparation to be competitive in the global panorama in which we live today.

文學可否作為跨文化的橋樑？本研究以跨文化溝通理論為基礎，從文化教學的角度切入，探討華語教學中的現代文學課，並以文化教學之概念進行現代文學教學設計和實踐。研究問題主要有三：(一)跨文化華語教學中的現代文學課有什麼特殊性？(二)適合華語學習者的現代文學文本為何？(三)現代文學如何融入跨文化華語教學？本研究的主要內容分為兩部分，採取內容分析法進行教材分析，使用行動研究進行教學實踐，研究設計參考ADDIE教學設計模式，進行分析、設計、發展、實施和評鑑。 教材分析部分，觀察台灣使用和出版的華語教材中的現代文學內容，分析其中的優點和不足。研究者發現台灣華語教材中的現代文學教材數量較少，且少有更新，教材內容對於華語學習者的針對性較不足，也未很好地提煉文本中的文化內容。研究者進一步提出篩選現代文學文本的三項考量：經典性、普遍性和文化主題，並從母語者的國文教科書中初步選出六篇合適的現代文學文本，分別為：〈差不多先生傳〉、〈孔乙己〉、〈背影〉、〈愛〉、〈鄉愁〉和〈聲音鐘〉，進一步結合Moran(2001)提出的五維文化分類分析其中的文化內容，編寫教材。 教學設計部分，本研究認為華語教學中的現代文學課應向文化教學靠攏，針對文本中的文化主題設計教學內容，引導學習者理解文化知識並進行跨文化分享。本研究參考Moran(2001)提出之融入文化教學的體驗式學習循環，將閱讀現代文學文本當作文化體驗，分階段進行描述、闡釋和跨文化分享。研究者使用自編教材進行兩次教學實踐，課程性質為華語中心的選修文化課，挑選六篇文本進入課程，並選擇〈愛〉作為教學範例，深入討論教案設計及課堂反應。本研究教學實踐的研究結論有四：一是文化討論應注重核心主題，二是重視知名作品與文化之連結，三是注意現代文學知識之建立，四是考量學習者之多元背景。 本研究作為文化教學結合現代文學教學之嘗試，認為面向華語學習者的現代文學教材和教學設計有其針對性和特殊性，應注重文本中的文化主題，進行跨文化的主題討論。本研究為華語教學中的現代文學教學提供讀寫教學之外的選擇，即是以文化主題為核心，進行跨文化華語教學。

語言與文化脣齒相依，在語言學習與教學的層面上，文化的概念具有相當程度的重要性，特別是屬於高語境的華語，擁有豐富的文化意涵。華人社會中的民間風俗緊貼日常，是理解生活文化的重要線索。華語學習者能透過習俗傳說的故事性，理解隱含的華人文化背景，避免文化誤解，達到尊重他人，進而培養跨文化的能力。 　　民間故事的教學多置放於中文母語學習者的教育歷程，而在華語文教學的領域，仍以華裔或中高級以上程度學習者為大宗。故本研究以民間文學中的習俗傳說為範圍，中級華語學習者為對象，使用內容分析法找出合適的文化教學主題，文本分析法探析教材與跨文化教學點，並援引前人歸納之文化教材編寫與教學設計理論，做出教學設計，另以調查研究法中的研究工具作為輔助，透過行動研究法檢視華語文教學的實踐。 　　本研究目的有二，一為發展習俗傳說與跨文化概念應用於成人華語課程之教學設計；二為探討習俗傳說與跨文化概念於成人華語課程之實施成效。本文融合ADDIE教學模式之五大步驟，包含分析、設計、發展、實施、評鑑，以及Moran之體驗式學習循環，包括理解內容、理解方法、理解原因、理解自我，作為本研究課程設計模式。並以影音、問卷、訪談等資料等研究工具，作為評估實施成果與修正依據。 　　本文研究結果如下：第一，於教學設計方面，本研究採用兩項教學模式之融合，為ADDIE教學模式及Moran之體驗式學習循環，有助於文化教學更加完整，達到跨文化的範疇，另外，於教材設計中，需針對學習者程度考量詞彙難易度，並注意應符合教學宗旨與課堂設計；第二，於實施成效方面，以習俗傳說為素材之華語教學課程，能夠增進學習者的語言技能，提供文化學習與體驗的機會，達到跨文化的目的。 / Language and culture are inextricably linked. Cultural concepts are considerably important for language learning and teaching, particularly for Chinese, a highly contextualized language with rich cultural implications. Folk customs in Chinese society are closely related to everyday life and can serve as important clues for understanding the living culture. Stories involving customs and legends can help learners of Chinese understand Chinese cultural implications, avoid cultural misunderstandings, achieve respect for others, and develop interculturel competence. The teaching of folktales is usually used in the education of native Chinese speakers. In the field of teaching Chinese as a second language, it is generally restricted to heritage learners or learners at or above the high intermediate level. This study focuses on customary legends in folk literature with intermediate learners as the target group. Content analysis is used to determine appropriate topics for cultural teaching and text analysis to analyze teaching materials and intercultural teaching points. Established theories of cultural materials compilation and instructional design were referenced to inform our own instructional design. In addition, I adopted action research design and developed a survey instrument to use as an aid in examining the practice of Chinese language teaching. The study has two objectives: first, to develop an instructional design for the teaching of customary legends, and intercultural concepts in adult Chinese language courses; and second, to investigate the effectiveness of utilizing customary legends, and intercultural concepts in adult Chinese language courses. ADDIE model (analysis, design, development, implementation and evaluation) and Moran’s experiential learning cycle (knowing about, knowing how, knowing why, and knowing oneself) were used as models for course design. In addition, videos, questionnaires, and interviews were used to evaluate the implementation outcomes, and served as a basis for revision. The results were as follows: First, the two teaching models that were incorporated into the instructional design for this study, the ADDIE Model and Moran’s experiential learning cycle, contributed to the comprehensiveness of cultural teaching and the achievement of an intercultural scope. However, during materials development, it was important to ensure that the degree of difficulty of the vocabulary matched learner levels, and that the vocabulary aligned with the teaching objectives and course design. Second, in respect to the effectiveness of implementation, I concluded that a Chinese language teaching course utilizing customary legends as teaching materials can enhance learner language skills, provide cultural learning and experiential opportunities, and achieve intercultural goals.

需求高度時間彈性、學習時數低的華語成年學習者漸增，對混成遠距教學的需求增加，然而網路科技輔助的工具繁多，功能多樣而混雜。本研究蒐集各種科技輔助數位教學工具，運用其平台的多媒體、計時、評分、社群互動、角色對話、語音識別等功能，針對這類學習時數少、高度需求時間彈性的華語學習者，創造出高互動性的非同步學習活動，以提升學生動機、趣味及溝通意願，與同步教學相輔相成。並以ADDIE模式，進行教學實驗，透過觀察、訪談、課程錄影以及測驗，分析此教學設計模式及活動的學習體驗，並總結最能有效鼓勵學習動機的遠距教學模式設計。 本研究結果發現，在非同步學習活動設計中，若能提升學生的自主學習願望、細部經營遠距的人際互動方式，並關注回饋機制的設計，並運用同步課程在科技問題、學習內容上輔助非同步的學習活動，如此能有效調動學習者的學習動機。提升自主學習願望的方式包含運用競爭心理、社交願望，並透過資源整合增加學生感知的活動學習效率。在遠距人際互動方面，需仔細經營互動氣氛，提供恰當的工具，在回饋機制的設計上，關注獎勵的間隔時間、及回饋的即時性。 / There are more and more adult learners who require time flexibility for Mandarin learning. The demand for distant learning has increased. There are various online technological tools to assist learning, however, the features on the various websites are often disorganized. This study collects different kinds of technology assisted digital learning websites, and applies their features - such as multimedia players, timers, scoring systems, social interaction, role playing, and speech recognition - into Mandarin teaching. It is designed for adult learners who have fewer learning hours and require time flexibility to learn Mandarin. It aims to create asynchronous learning activities, with high interaction, in order to increase students’ motivation, interest, and communication willingness along with synchronous lessons. It applies the ADDIE model for systematic instructional design and concludes with the most efficient distance lesson model that could best encourage students’ motivation. It draws conclusions from the students’ interview about their learning experience, the teacher’s observations during the lessons, and from the recordings of the experimental lessons. The study result reveals the keys to foster motivation in distance Mandarin lessons: raising learner autonomy, undertaking distant social interaction, focusing on the design of a feedback mechanism, and utilizing synchronous lessons to help solve their learning or technical problems during asynchronous self-learning time. Making good use of students’ tendency for competition, willingness to socialize, and increasing the students’ awareness of learning efficiency, effectively fosters motivation for self-learning in distance Mandarin lessons.

在過去幾十年的時間，西方國家逐漸興起華文熱。拉丁美洲則到2000年代才漸漸開始看到越來越多的華語課程，因此如今華語教學在此地區仍處於一個不斷變化的階段。在阿根廷，由於華語教師以及華語教材的需求日益增長，當地的華語教師經常必須自備教材或是遷就於不適合的教材。筆者在阿根廷實際從事過華語職業教師數年，於此時期內發現當地使用的對外華語教學教材之理念與教學的實際做法之間存在明顯的差異性。筆者在教學中發現阿根廷學習者具有獨特的語言學習需求與習慣，因此教學法應該迎合學習者的特色與需求。如今阿根廷的華語教學界裡所面臨的問題涉及以下三方面：一是要如何滿足學員的需求、再者是要如何迎合當地學員的語言學習習慣與當地華語教師所使用的教學法、三是要如何突破教目前所使用的教材之無相關性和無效性。目前阿根廷的華語學習者所使用的教材中，有一半是以英語編寫，主要對象是以英語為母語者。另一半是來自中華人民共和國，並以西班牙文編寫的教材。在2009年間，當地的教師出版了一本號稱針對拉丁美洲華語學習者所寫得教材，但是本教材在教學品質及內容相關性皆有缺失。雖然這些教材在阿根廷被廣泛使用，然而對於當地學習者而言卻稱不上是最理想的教材。阿根廷目前所使用的教材主要的缺失，首先在於議題和語言內容與學習者的生活毫無相關。再者，此類教材的設計與教學法不符合當地學習者的需求。最後，教材所採用的練習題無法激勵學習者的思考和溝通能力。本研究的目的為初步分析阿根廷目前所使用的華語教材，並探討其實用性(或有效性)及相關性。藉由了解學習者的需求和當地教師們對於教材的意見，筆者將提出較有效的教學法和相稱的教材。本論文結合了筆者本人在阿根廷教學的實務經驗和當地學習者之意見。在經過教材分析後，筆者以最適合當地華語學習者的溝通教學法(特別採用溝通性教學法)設計出一個課程單元教案，希冀能提升往後西班牙語為母語者的華語學習效果，並對推動區域化華語文教材的編制能有些許貢獻。 / In the past decade, most countries of the Western hemisphere witnessed the surge of the “Chinese Language Fever”. Such a wave arrived in Latin America in mid 2000, with the emergence of Chinese language courses. At present, the teaching of Chinese as a foreign language in this part of the world is still at an early stage of development. In Argentina, the need for qualified Chinese teachers as well as adequate teaching materials is nowadays most urgent, as local teachers find themselves having to adjust to available teaching materials, or in need of preparing additional teaching material to compensate for the shortcomings of currently used course books. During my years as a teacher of Chinese in Argentina, I realized that the underpinnings of the Chinese pedagogical materials are in stark contrast with the practices in the actual classroom. Through my teaching it became apparent that Argentine learners possess distinctive language learning habits and needs, which had to be catered for by means of a suitable teaching methodology. In order to improve the current situation, teachers of Chinese in Argentina must seriously address the following three questions: How should learners’ needs be addressed? How should we reconcile the discrepancy between teaching methodologies and students’ language learning habits? And lastly, how should we reconcile the lack of relevance and effectiveness of Chinese teaching materials? At the moment, half of the materials used by local learners are written in English, i.e. with an English speaking learner in mind. The other half is published in the People’s Republic of China with explanations and instructions written in Spanish. Although circa 2009 a book published by local teachers emerged claiming to be designed specifically for the Latin American learner, the pedagogical quality and relevance of the content are highly questionable. Although these materials are widely used in Argentina, they are far from being ideal for the local learner. The main flaws of Chinese teaching materials currently used in Argentina are namely, the lack of relevance of the themes and linguistic content with respect to the learner’s world experience, and last, but not least, the failure of the practice activities to encourage significant intellectual processes and the development of communicational skills. The aim of this research is, therefore, to analyze the pedagogical materials currently in use in Argentina, in order to evaluate their effectiveness and relevance. In view of the needs revealed by local learners and the opinions of Chinese teachers in said country, I intend to propose a more adequate methodology, as well as a set of sample materials. Thus the present paper is the result of my personal experience as a teacher of Chinese in Argentina and the integration of the opinions of local Chinese language learners. After having analyzed the materials currently available, I will present a set of sample materials, in the hope that it will contribute to the improvement of the quality of the Chinese learning process for Spanish speakers, as well as to promote the future development of localized Chinese teaching materials.

本論文主要是對一九九○年代過後所攝製的七部敘事背景有關中國文化大革命（簡稱文革）的電影進行分析，探討這些電影裡頭對中國文革的刻畫，更試著勾勒出這些文革的再現與當代中國的文化情境的關聯性。中國自文革後一九八○年代以來，它的文化情境已經產生了頗多變化。這些文化情境，筆者主要是分成三個階段或者部份來闡述。首先是文革過後「新時期」的「文化反思」和「歷史反思」思潮。第二階段是一九九○年代中國高速邁進全球化和市場經濟化的「後新時期」。最後筆者試圖將討論放在邁入兩千年新世紀中國在政治和經濟上崛起的脈絡上。 筆者發現，由三位「第五代」導演田壯壯、陳凱歌和張藝謀所執導的的《藍風箏》、《霸王別姬》和《活著》，其實是受一九八○年代「文化反思」和「歷史反思」的影響，再加上這三位導演年輕時期的生活曾籠罩在文革時候的革命話語中，使到他們的作品散發出濃厚的「文化反思」和「歷史反思」意識。在這些作品中，中國的歷史尤其是文革，成為了他們反思中國民族文化的梏結的寓言敘事策略，更成為了他們尋求為民族國家的文化、政治與經濟上的定位的言說工具。這些在電影中所描繪的個人經歷，都被投射在集體民族的經歷中，折射出對民族集體歷史命運的反思和批判，所呼喚的是一種對社會拯救的理想，一種為國家民族建立一個嶄新文化主體的實踐。 然而，筆者卻發現，另外三部電影，即《陽光燦爛的日子》、《巴爾札克與小裁縫》以及《美人草》卻遠離一九七○、八○年代中國「新時期」「文化反思」和「歷史反思」思潮下的「啟蒙」、「救贖」等的人道傳統話語。這三部電影並沒有呈現出文革的殘酷的一面，反而注重在年輕主人公們朝氣勃勃，充滿激情奔放的青春成長經歷上。同時，《陽光燦爛的日子》通過刻畫人類記憶的建構性和不確定性，來表示我們無法通過記憶來重構一種「絕對的」和「整體的」的文革歷史圖像。而這種現象，是一九九○年代大眾文化在中國的出現與消費社會的成形不無關係。 本論文的最後一個部份，是針對《太陽照常升起》進行分析。筆者發現，這部電影是在「國族寓言」與「反國族寓言」的元素中滑動。首先，它通過絢爛艷麗色彩的攝影，再加上獨特的場面調度，把它的時空背景處理得充滿夢幻色彩，更創造了一個如夢如幻的文革時代。其次，這部電影也通過對文革樣板戲中的女性形象的戲仿，搗毀了女性扮演「國族寓言」的文化角色。然而，這部電影裡頭卻增添了從國外回歸「祖國」的兩個華僑角色。他們在文革時候的遭遇，卻又可以化身為寓意中國現今處境的國族寓言，而這國族寓言跟一九八○年代的文化反思和歷史反思思潮下的國族寓言以及第五代導演的寓言策略有所不同。這部電影中的國族寓言所寓意的，更是和二十一世紀的中國在全球政治和經濟上的崛起有關。而中國在政治經濟上的崛起，卻又和「大中華」的文化認同息息相關。 / This essay focus on analyzing the portraits of China’s Cultural Revolution in seven Chinese Language films made during and after the 1990s. This essay points out that three films made by the “fifth generation” directors namely Blue Kite, Farewell My Concubine and To Live, tend to treat the history of Cultural Revolution as a “national allegory”. These “fifth generation” directors are trying to articulate their narrations of Cultural Revolution to the “cultural reflection” ideological trend of the New Era in the late 1970s and 1980s which searched for the “enlightenment” and “salvation” for the Chinese culture. But this essay also points out that the other three films namely In the Heat of the Sun, Balzac Et La Petite Tailleuse Chinoise and The Foliage, didn’t display the harsher aspects of the Cultural Revolution. Instead they focus on the vigorous and enthusiastic adolescence life of the young protagonists. In the Heat of the Sun also displays the construction and the uncertainty of the human memory, to express that we can’t recapture an “absolute” and a “total” historical image of Cultural Revolution. The portraits of Cultural Revolution in these three films also distance themselves away from the “enlightenment” and “salvation” cultural discourse during the New Era in the late 1970s and 1980s. Lastly, this essay focuses on the film The Sun Also Rises directed by China’s famous actor-cum-director JIANG Wen. This film slides between elements of “national allegory” and “anti-national allegory” for China. Firstly, this film through its brightly colorful cinematography and unique mise en scene, created a film space that is full of fantasy and a dreamlike historical events of Cultural Revolution. Secondly, this film through its parody of the revolutionary model theater of women images, destroys the role of the women in performing the national allegory. But this film added two characters of overseas Chinese returned to China. Their unpleasant experiences during the time of Cultural Revolution can be read as the national allegory of China. Lastly, this film through its unique narrative structure put the ethnic consciousness of “Chineseness” and the concept of “Greater China” into a process of continuing deconstruction and reconstruction.

本論文為以共振峰頻率資料來研究台灣華語母音音質之聲學研究。 本研究的受試者為六名生長在台灣台北市的男性華語母語使用者。本研究使用的測試字為70個包含所有韻母型態的單音節字。語音資料是利用KAY CSL 4100 (KAY Electronics)來錄製及分析。本研究所採用的資料為獨立發音且無聲母的測試字。 根據共振峰頻率資料本研究得到以下有關台灣華語母音音質的發現。首先研究的部分為音標所隱含的語音對比。在齒槽（alveolar）及後齒槽（post-alveolar）組的舌尖母音（apical vowels）間並沒有發現音質上的顯著差別，但統計及其它證據支持低母音裡的前後對比及中母音裡的半開（open-mid）及半閉（closed-mid）對比的存在。 其次，研究的結果也包括語音環境中的音段對於母音音質的影響。結果發現韻母中的元素，包含母音前介音、母音後介音、及韻尾鼻音，都對母音有不同的語音制約（conditioning）。另外，本研究發現順同化（progressive assimilation）比逆同化（regressive assimilation）對於低母音音質有較大的影響。 第三，本研究藉由與之前聲學研究的結果作比較來討論台灣母音音質的改變。結果發現硬顎及後硬顎組的舌尖母音間的音質差異隨著時間縮小終至於消失。此外，研究發現半閉母音及半開母音在母音高度及母音前後相對位置出現反轉。共振峰頻率的比較顯示這種反轉的原因為半閉母音[e]在音質上的改變。然而，我們需要進一步的研究才能對這些音質的改變有合理的解釋。 最後，本研究以共振峰頻率的形式描述及紀錄了當代台灣華語表層母音的音質。希望這些資料能對台灣華語母音的研究有所貢獻。 / This thesis is an acoustic study that investigates the vowel quality of Taiwan Mandarin vowels with formant frequency data. The subjects of this study included six male native Mandarin speakers born and raised in Taipei city, Taiwan. Testing items used in this study were 70 syllables that involve all combinations of segment in the syllable final. The speech data were recorded and analyzed with KAY CSL 4100 (KAY Electronics). The data discussed in this study were testing items produced in citation form without initial consonant. The vowel qualities of Taiwan Mandarin surface vowel were measured and analyzed. Several results concerning the vowel quality of Taiwan Mandarin surface vowel phones were reported based on the formant frequency data. Firstly, the distinction between vowel phones implied by their transcription was examined. The difference in vowel quality was not observed in the alveolar and post-alveolar groups of apical vowels, while the front-back distinction in low vowels and the open-mid and closed-mid distinction in mid vowels were found with statistic and other evidence. Secondly, the conditioning of segments in the neighboring environments on the vowel quality was investigated. It is found that elements in the syllable final, including pre-nuclear, post-nuclear glide and coda nasals, generally have different types of conditioning on the vowel. In addition, the progressive assimilation was found have greater influence on the vowel quality of low vowel phones than the regressive assimilation. Thirdly, the change in vowel quality was discussed through the comparison with results in previous acoustic studies. The difference in vowel backness between the alveolar and post-alveolar groups of apical vowels were found to be decreasing and eventually disappeared. Besides, the relative vowel height and backness of closed-mid and open-mid vowel were found to be in reverse compared with that in the literature. Comparison in formant frequencies showed that this reverse lay in the change of vowel quality in the close-mid [e]. However, further investigations were needed to offer reasonable explanations for the change. Finally, the vowel qualities of present Taiwan Mandarin surface vowel phones were described and recorded as the formant frequency data presented in this study. Hopefully, the data could contribute to the study of vowels in Taiwan Mandarin.

成語的使用有助高層次的語文認知學習和應用，無論在閱讀與寫作各方面都是重要的基礎訓練，然而目前台灣大部份的成語教學、學習平台或軟體多數提供靜態的資料查詢或教學資源，缺少以學生練習為主的環境。 　　本研究之目的為發展一個以本體論為基礎的中文成語練習系統。首先從文獻中分析成語多元訊息內容以建構成語知識本體、歸納學生運用成語造句時常見的病句偏誤原因並設計電腦可行之診斷機制，再以系統發展法建構一個以本體論為基礎的中文成語練習系統，系統可提供線上成語教材、可以自動產製是非、選擇、配合題型之測驗題目，並可以用情境式造句–在既定情境下實際利用成、詞語組合成一完整句子–的方式來練習成語，而系統可以判斷答題結果或造句是否合理，再針對成語使用盲點給予即時回饋，突破現有成語線上練習僅能從預先設定好的題庫中出題的限制，並提供情境式運用成語造句的環境。 　　系統效能及滿意度評估方面，本研究以準實驗設計進行，結果發現利用本研究之系統輔助教學的學生學習成效顯著高於使用傳統教學的學生，尤其對中、低能力程度學生具有顯著學習成效。在實際成語造句方面，以本研究之系統輔助教學之學生成語語法、語義使用正確性也較傳統教學學生顯著為高。學生也覺得本研究之系統是易用及有用的，並感到滿意。另外，在系統的可行性方面，受訪教師皆認為本研究之系統可以應用於學生自學成語。 / Using idioms would benefit a higher level of language perception, learning and application. It is also a kind of important but basic training in both reading and writing. However, presently, most platforms or software of Chinese idiom teaching and learning only offer static data inquiry or teaching resources, lack the environment of relying mainly on the fact that students practice. The purpose of this research is to develop the “ontology-based Chinese idiom practice system”. At first, we probed into the meta-data of Chinese idioms from any kind of studies and references to building and forming the ontology of the Chinese idiom, and summed up the wrong sentence with Chinese idioms to analyze the reasons of missing to design the feasible diagnosis mechanism of the computer. And then, we used above-mentioned ideas to develop the ontology-based Chinese idiom practice system. The system can offer the on-line teaching material of Chinese idioms, can automatically produce true-false, multiple-choice, and matching questions to examine, can offer a platform that users can actually practice sentence-making with Chinese idioms under a provided situation utilizing situational words and idioms. The system can also judge question sheet result or diagnose user-making sentences to be reasonable and can give feedback aiming at the blind spot immediately. This research can break through the restriction that the questions of existing on-line testing of Chinese idioms are always selected from the setting up question bank and can offer the situational environment that uses idioms to make sentences. Using quasi-experimental design, one class was assigned to experimental group using the system of this research assisted learning and the other class, the control group, using traditional teaching method. Related results demonstrated the performance of the experimental group was higher than the control group, especially it made better effect to the students of middle and low abilities in the experimental group. In making actual sentences with Chinese idiom, the number of correctness of Chinese idiom grammar and meaning using of the experimental group was higher than the control group. The students of the experimental group thought the system of this research is apt to use and useful, and feel satisfied. In addition, the teachers using the system actually thought the system of this research is practicable when the students study Chinese idiom by themselves.