近年來全球華語熱的現象促使許多海外大專院校與產業界紛紛投入華語文數位學習的建設。在科技發達與網路功能不斷地提升，以及網路華語文教材和語文學習網站之發展的趨勢下，本行動研究試著以科技融入華語文教學出發，透過網路進行一對一遠距華語文聽力理解教學，首要探討在一對一聽力學習遠距環境中，三位國別與文化背景不同的華語文學習者的聽力理解學習過程與轉變歷程；其次是要了解教師在網路遠距教學上對這三位學習者的教學轉變歷程；最後是以三位學習者的網路學習經驗與教師的教學歷程，透過網路進行華語文一對一遠距教學，了解遠距華語文教學之設計與教材之選取方面須重視的事項。 本研究主要研究對象為三位身在不同國家，華語為第二語言學習的初級學習者，並採用網路免費華語文教材「一千字說華語」和線上免費平台進行遠距一對一教學。研究方法先以發展聽 力理解教學：研究對象接受二十週的聽力理解課，每次一小時，共計二十堂課。接著透過行動研究法，應用訪談與問卷蒐集三位個案學習者的經驗與感受，佐以教師的教學省思，以深入了解此教學行動。所有聽力理解教學包括問卷調查、學習者回饋、教學省思、訪談資料等紀錄都用來分析本研究教學的實施情況，同時也參考學習者每堂課的前、後測成績做進一步的探究與結論依據。 研究結果顯示，透過一對一遠距教學情境與網路科技資源應用在華語文聽力理解教學中，遠距學習者對網路學習環境、一對一遠距教師之教學、以及網路華語文教材等方面，皆持正面看法與回饋。問卷及訪談結果顯示三位學習者都同意網路一對一教學可以彌補學習者週遭學習環境之不足與困難，同時可以提升學習者華語文學習能力的自信心，進而培養其日後華語文持久的學習動機。本研究能協助網路對外華語文教師了解藉由網路遠距第二語言初級學習者的需要，並提供教學設計參考，作為其開課前的準備，與提升其教學品質與成效。研究成果亦提供對外華語文數位學習教材編寫與製作之回饋與建議。 / In recent years, the phenomenon of the Chinese language learning has driven many overseas tertiary institutions and industries to invest in the construction of digital learning technologies. The trend of technological advancement and network functioning continues to improve as well as online Chinese language resources and language learning websites. This action research attempts to integrate technology into one-on-one tutoring sessions for Chinese listening comprehension through the internet. The first objective of this research is to explore the process of learning and the challenges and experiences the students face via online one-on-one distance learning. Secondly, it is to understand the process and the changes of teaching style toward the students via the internet. Lastly, it is to understand the important aspects of design and selection of Chinese teaching materials through the students' learning experience and the teachers' teaching process. This study focuses on three beginning Chinese learners from different countries and cultural backgrounds and making use of free online teaching materials provided by "Speak Mandarin in One Thousand Words" via a free online platform for distant tutoring sessions. The methodology to develop listening comprehension is that all the students will have a total of twenty classes, with each class lasting for an hour. The research section is based on interviews and questionnaires observing the students' experiences and feelings combined with the teacher's reflections and to gain insight on the teaching actions. The students’ pre-test and post-test score in each class are referred in order to further explore the basis and conclusion. The interviews and records are used to analyze the implementation of the research through teaching. The results of the study show positive opinions and feedback regarding one-on-one distance learning and the teaching methodology with the online Chinese language materials. The questionnaire and interview results show that the students agreed that one-on-one online teaching can compensate the shortcomings of students in a traditional learning environment. This study therefore concludes non-traditional methods of teaching can enhance the confidence in the learner with their ability. Even without a Chinese physical environment, distance teaching can still motivate students to learn Chinese. This research can help teachers to understand student needs via online one-on-one and it could help provide teachers designing the most effective ways of teaching. The research results also provide feedback and suggestions on the preparation and production of Chinese teaching materials.

本研究旨在了解職前華語文教師學習外語的歷程、語言學習信念與教學信念，屬質性個案研究。對象為華語文教學研究所四位台籍研究生，聚焦於外語學習歷程、外語學習信念、外語教學信念三大主軸，以深度訪談作為資料收集方法。訪談內容及範圍主要參考了Horwitz（1985）語言學習信念研究的BALLI 模式以及Johnson（1992）與張碧玲（2000）設計的語言教師教學信念問卷。研究發現包括：（一）不同時期的外語學習經歷對個案職前教師的學習及教學信念起了「學徒式的觀察」、信念的轉變及「濾鏡」等作用。（二）透過對個案的學習及教學信念探討，可以看到信念具有多層次的特質。而其中較整體面向的信念與較個別層次的信念，呈現了相互支持、矛盾等關係。（三）教學信念隨著背後所隱藏的動機不同，不能以因果關係作解釋。（四）個案教師基於不同的學習經歷、學習信念及教學信念，在教學上建構了與社會文化情境相關，同時也具有個人意義的教學理論。最後建議華語文師資教育應提供機會讓職前教師了解自我語言學習及教學信念，以及更多教學實務的機會，以讓他們在教學行動中反思，也在反思中進行教學。華語文教師本身亦可以利用自我的外語學習經驗作為反思的工具，時時保持成長的動機與內省的能力。此外，華語文教師也應對教學現場及環境文化等因素有所知覺，這樣才能促進有效的教學。 / This qualitative case study aims to understand the TCSL ( Teaching Chinese as a Second language ) pre-service teachers’ foreign language learning experience, language learning beliefs, and teaching beliefs. The participants are four Taiwanese postgraduate students from the department of TCSL in a university in northern Taiwan. The study focus on three aspects: foreign language learning experience, language learning beliefs, and teaching beliefs. In-depth interviews are conducted as the data collection method, informed by Horwitz’s (1985) BALLI model as well as Johnson (1992) and Zhang (2000). The findings include that (1) the four pre-service TCSL teachers’ foreign language learning experiences, serving as a filter, afford “apprenticeship of observation” which leads to changes in beliefs, and (2)beliefs are multilayered, involving both supportive and contradictory relationships. (3) Teaching beliefs are not necessarily consistent with each other because of different intentions lying behind. It is difficult to regard them as having a simple cause-and-effect relation. (4) Based on different learning experiences, learning and teaching beliefs, the four pre-service teachers construct their own personal theories toward teaching, which are not only socially relevant but also personally meaningful. Finally, the study suggests that language teacher education needs to provide sufficient opportunities for pre-service teachers to understand their own learning and teaching beliefs. It is also necessary to provide opportunities to engage them in authentic teaching contexts so that they could reflect on their teaching beliefs in real-world pratice. TCSL teachers need to be encouraged to use their own learning experiences as a reflective tool to sustain their passions for teaching.

近年來全球學習華語文蔚為風潮，且隨著資通訊科技和網路快速發展，華語文教學更逐漸向「數位學習」發展。臺灣僑務委員會為提供海外華僑及外籍人士學習華語文，設立「全球華文網」，該網站至2011年為止已突破四千萬的瀏覽人次，使用者眾。本研究即以「全球華文網」為研究個案，旨在探討該網站的優使性，進而歸納網站的優勢和尚待改進之處。希望透過本研究了解華語文教學網站使用者平日需求，及理想的網站應具備哪些功能，對未來建置類似的華語文教學網站時有所助益。 本研究之研究目的可分為以下四項：(一)探討華語文教學網站的內容和網站使用者需求。(二)探討優使性評估定義與優使性測試方法。(三)探討華語文教學網站之優使性及使用者滿意度。(四)分析使用者優使性評估結果，找出網站缺失與改善方向，歸納建議作為未來建置華語教學網站之參考。 本研究採用深度訪談、優使性測試和優使性問卷調查三種研究方式，研究對象為華語文教學學位學程博碩士生及華語文教學學分學程大學生二者。透過實證研究得出以下五點結論：(一)華語文教學課程修習者常使用的網站可分為三類：資料查找、教學輔助、提供相關資訊；(二)使用者使用教學網站通常是任務導向；(三)使用者不滿意「全球華文網」之優使性；(四)「全球華文網」亟待加強網站之分類與名稱、資源整合、檢索功能三者；(五)使用者對「全球華文網」抱持正面且期待的態度。 根據以上結論，本研究也提出建議，希望作為建置類似網站時之參考。首先網站應從使用者的角度出發，思考如何給予最簡單有效的功能，如教學網站在建立前應先釐清建置目的和使用對象，才能進一步提供相對應之資料；網站的選單名稱應易於理解，各項資源應給予簡單說明；教學網站可就使用者之身分不同提供其相對應的使用介面和資源，以上各項功能用以幫助使用者節省摸索網站的時間。此外，網站也應定期進行使用者滿意度調查以及優使性評估，使用者提供的寶貴意見是網站改進的依據，而透過優使性測試，則能夠讓網站建置人員了解使用者操作的實際情形，彌平雙方的認知差距。定期的評鑑能讓網站了解優缺並即時改善和加強功能，以符合使用者的需求。

目前大部分的聽眾主要是透過歌詞與樂曲的搭配來了解音樂所要表達的內容，因此歌詞創作在目前的音樂工業是很重要的一環。一般流行音樂創作是由作曲人與作詞人共同完成，然而有另一種方式是將既有的詩詞做為歌詞，接著重新譜曲的方式產生新的流行音樂。這種創作方式是讓舊有的詞或曲注入新的生命力，得以流傳到現在。因此本研究希望可以為一首旋律推薦適合配唱的歌詞，以對數位音樂達到舊曲新詞的加值應用。本論文包括兩個部分，分別為：(1)自動分析歌詞的詞式，找出每個段落的位置與其段落的標籤；(2)詞曲結構搭配，找出相符合結構的詞與曲，並且同步每個漢字與音符。 本論文的第一部分為詞式分析，首先將歌詞擷取四個面向的特徵值，分別為(1)句字數結構；(2)拼音結構；(3)詞性；(4)聲調音高。第二步驟，利用這四種特徵值分別建立詞行的自相似度矩陣(Self Similarity Matrix)，並且利用這四個特徵的自相似度矩陣產生一個線性組合自相似度矩陣。第三步驟，建立在自相似度矩陣上我們做段落分群以及家族(Family)組合找出最佳的分段方式，最後將找出的分段方式利用我們整理出來的規則讓電腦自動標記段落標籤。第二部分為詞曲結構搭配，首先我們將主旋律的樂句以及歌詞的詞句做第一層粗略的對應，第二步驟，將對應好的樂句與詞句做第二層漢字與音符細部的對應，最後整合兩層對應的成本當做詞曲搭配的分數。 我們以KKBOX音樂網站當做歌詞來源，並且請專家標記華語流行歌詞資料庫的詞式。實驗顯示詞式分析的Pairwise f-score準確率達到0.83，標籤回復準確率達到0.78。詞曲結構搭配中，查詢的歌曲其原本搭配的歌詞，推薦排名皆為第一名。 / Nowadays, lots of pop music audiences understand the content of music via lyrics and melody collocation. In general, a Chinese pop music is produced by composer and lyricist cooperatively. However, another producing manner is composing new melody with ancient poetry. Therefore, we want to recommend present lyrics for a melody and then achieving value-added application for digital music. This thesis includes two subjects. The first subject is lyrics form analysis. This subject is finding the block of verse, chorus, etc., in lyrics. The second subject is structure alignment between lyrics and melody. We utilize the result of lyrics form analysis and then employ a 2-tier alignment to recommend present lyrics which is suitable for singing. In lyrics form analysis, the first step, we investigate four types of feature from lyrics: (1) Word Count Structure; (2) Pinyin Structure; (3) Part of Speech Structure; (4) Word Tone Pitch. For the second step, we utilize these four types of feature to construct a SSM(Self Similarity Matrix), and blend these four types of SSM to produce a linear combination SSM. The third step is clustering blocks and finding the best Family combination based on SSM. Finally, a rule-based technique is employed to label blocks of lyrics. For the second subject, the first step is aligning music phrases and lyrics sentences roughly. The second step is aligning a word and a note for corresponding phrase and sentence. Finally, we integrated the cost of two-level alignment regarded as the lyrics and melody collocation score. We collect lyrics from KKBOX, a music web site, and invite experts label ground truth of lyrics form. The experimental result of lyrics form analysis shows that the proposed method achieves the Pairwise f-score of 0.83, and the Label Recovering Ratio of 0.78. The experiment of structure alignment between lyrics and melody shows that the original lyrics of query melodies are ranked number one.

本研究旨在探究將語言功能教學納入華語教學中之可行性，並選取華語稱謂語作為研究之對象。為達成研究目的，本研究以問卷調查方式以及訪談做為研究工具，有效問卷共計24份，透過問卷調取語料及配合訪談，進一步分析華語母語者在不同情境下對於稱謂語的擇用是否有規律可循。問卷調查以場合正式性、熟悉程度、階級、輩分與性別五項社會因素為主，檢測此五項社會因素個別如何宰制其對華語稱謂語的擇用，當其交乘時又會如何相互牽制與競爭。 　　經過研究實施與資料分析，在35個稱謂語中，只有7種形式使用頻率較高，包括「（名字　你）」、「您」、「職稱（｛你，您｝）」、「姓氏＋職稱（｛你，您｝）」、「（姓氏）職稱（｛你，您｝）」、「姓氏＋先生（｛你，您｝）」、「全名＋你」。在社會變相方面，發現性別對稱謂語的擇用不具顯著影響力。因此就場合正式性、熟悉程度、階級與輩分四項社會因素進行分析，歸結研究結果如下：（一）受試者在公開場合與私底下之首選均為併式「（名字　你）」。研究結果顯示場合正式性的高低對首選的指稱形式的選擇並無直接影響。換言之，場合正式性對於稱謂語不具識別性。（二）在很熟、不大熟與不認識三種情形下，「名字」或「你」使用頻率均很高，凸顯現在社會價值體系的走向仍偏向協和關係，且其已超越權勢的強度。因此，當需要標示社會差距時會使用「職稱」。換言之，熟悉程度對於稱謂語的擇用具影響力，並依此分列為兩大系統，以「名字」與「你」指稱熟悉度高的對象，以「職稱」指稱熟悉度低的對象。（三）指涉對象為上司時多選用有「職稱」者；指涉同事與下屬則偏向使用「（名字　你）」；「您」則少用於指涉下屬。另外，原先假設「階級」可分為上司、同事與下屬三種程度，然根據調查結果可重新切割為「上司」以及「非上司」（即同事與下屬）兩階即可。（四）在對象輩分高於自己的情況下傾向以「職稱」標示雙方社會距離，而在面對平輩或是晚輩時則不適用。選用「您」的情形在面對長輩或是平輩時較為頻繁，對晚輩則不使用。「名字」以及「你」的稱謂指涉則不分輩分高低，顯示這兩種語言形式基本上不受到輩分高低的控制。（五）綜合以上，發現四項社會因素個別對稱謂語之影響力的優先順序為：｛熟悉程度，階級｝＞輩分＞場合正式性；交乘考量時，對稱謂語之影響力的優先順序為：熟悉程度＞階級＞輩分＞場合正式性。無論是對於單獨或複合的稱謂形式，熟悉程度與階級的宰制均較強，影響力皆較大；而輩分與場合正式性的宰制較弱，影響力不明顯，可見與聽話者之間的關係才是主宰稱謂語擇用的主因。 　　最後本研究根據上述研究結果，對華語教學提出相關建議，並提出語言功能教學在華語教學實務上的應用與設計，希望能夠培養學習者建立對語言功能的意識與認識以及語言結構的使用能力，提升華語學習者的學習成效，達成語碼形式的正確性與使用之適切性兼具的成功溝通。

由於全球「華語熱」的風潮，「華語」逐漸躍升為世界前三大強勢語言，因此近年來許多外籍生多選擇至中國大陸或臺灣進行短期或長期的專業中文培訓。然而，外籍生在正式接觸漢字及中華文化之前，首先必須面臨的課題便是中文名字的命名。由於「姓名」承載了各國語言中特定的文化內涵與社會風尚，因此不同國籍的外籍生在面臨中文姓名的命名時，必定也會受到不同程度的文化衝擊(Culture shock)。 本研究屬於質性研究，所採用的研究方法為內容分析法及訪談調查法，樣本資料的蒐集與訪談對象的來源是就讀於國立政治大學的外籍生。本文主要探討的核心問題有三：第一，分析外籍生的中文姓名在形、音、義的語言結構與文化特徵；第二，了解外籍生對中文姓名的偏好及對中華文化的認同程度；第三，釐清華語教師為外籍生命名的過程、所依據之原則以及與學生溝通協調的情形。另外，本文也將一併探討中英姓名文化的歷史源流，並比較其背後所隱含的民族心理與社會價值觀，以作為研究核心問題的基礎架構。 研究結果顯示：外籍生的中文姓名在語言結構上的特徵為筆畫偏少、從原名音譯為主、多選用具有正面意義的用字；在文化特徵上，其中文姓名具有明顯的性別特徵，且選字的自由度較高。此外，外籍生對於中文姓名的字形及字義較為重視，且多偏好漢化程度較高的中文名字。在華語教師的命名原則方面，則是以符合華人命名習慣、中文名字能配合學生母語姓名的發音、讀音和諧、易寫好記為主。 探究外籍生中文命名的課題，對於華語課堂教學本身及中華文化的弘揚都有重要的價值與意義，不僅能強化外籍生對於中華文化的認同感，更能營造良好的教學氛圍，對於提高其跨文化交際的能力也有莫大的裨益。 / Chinese has gradually emerged as the world's top three significant languages because of the hot trend of Chinese learning around the world. Therefore, many international students have been visiting Taiwan or China, where provides the professional teaching quality and learning environment to train their Chinese abilities. Hence, naming becomes the first issue which these international students may confront before they formally explore the Chinese characters and cultures. Chinese name is a complicated language symbol which represents one’s uniqueness and contains specific culture connotations and customs, so the cultural differences may possibly lead “culture shock” to the international students during the naming process. This qualitative research is conducted by content research method(N=1666)and interview survey method(N=18), the data sources was mainly gathered from the international students of NCCU. The main issues of this research are listed as follows: 1.To analyze the language structures and culture connotations associated with the characters, pronunciation and meanings of the students’ Chinese names. 2. To investigate the students’ personal preferences and the intensity for their cultural inclination. 3. To realize the process and basic principles of the naming issues which the Chinese teachers adopt as well as the communication and negotiation between the teachers and students. In addition, the study will investigate the historical origins of the Chinese and English cultures, and compare the ethnic psychology and social norms behind these different cultures to establish a basic structure for the main issues in this research. The result of this research demonstrated that on the structure of the language aspects, the international students prefer the Chinese names which are characterized by simple strokes, transliterated from the original names and including positive meanings. Furthermore, on the cultural aspects, it showed obvious gender characteristics and greater extensive selectivity of characters of the Chinese names. In addition, the international students attach more importance to the characters and the meanings of the Chinese names and showed more preferences to the names which are corresponded with the naming convention of the Chinese community. As for the Chinese teachers, their main naming strategies are: Sticking to the Chinese naming convention, transliterating from the original names, easy pronouncing, writing and memorizing. It is undeniable that this research represents essential values for upgrading the teaching achievement for the Chinese teachers and enhances the cultural inclination for the international students. The last but not least, it is also helpful for the students to promote their ability of intercultural communication with proper Chinese names.

本研究旨在探索瑞典華語學習者漢字學習歷程、漢字學習困難、產生困難的因素及其之間的關係、以及因應困難的策略，屬質性個案研究。對象為瑞典林奈大學選讀初級華語課程的四位華語學習者，以深度訪談、學習週記、課室觀察作為資料收集方法。 研究發現學習者的漢字學習困難，除了過去研究提出的漢字書寫、辨識、記憶困難以外，還有漢字讀音困難與線上資源應用困難。而他們面對漢字學習困難的因應策略可以分為三種，分別是積極的尋求老師協助、積極的尋求網路資源協助、消極的逃避。影響漢字學習的「內在因素」有「語言學習態度與方式」、「華語學習動機」、「對漢字的看法」；「外在因素」有「環境因素」、「教學因素」、「簡繁體班因素」。影響漢字學習的內外在因素之間的互動關係，除了「外在因素」的「教學因素」是單方面影響「內在因素」，其它的內在因素與外在因素都是相互影響。 建議華語教學者除了加強學習者的漢字書寫、辨識、與記憶能力，還有漢字讀音的演練與線上資源應用的學習。而影響學習者漢字學習的因素有很多，因素之間也會相互影響，因此教學者可以通過了解影響學習者漢字學習的內外在因素，而給予學習者適切的協助。 / This qualitative study aims to explore Swedish learners’ Chinese-characters learning process, with a focus on discovering their difficulties and coping strategies and identifying the factors that influence the learning of Chinese characters and their relationship. The research participants were four Swedish learners who took the class “Chinese for Beginners” in Linnaeus University in Sweden. Multiple sources of data were collected, including in-depth individual interviews, learning journals, and class-room observations. The results showed that the four participants had difficulties in learning Chinese characters, including reading, writing, recognizing, and memorizing Chinese characters as well as the application of online resources. Despite learning difficulties, these Swedish learners were actively asking for the teacher’s help, using the online re-sources, and passively avoiding facing leanring difficulties. The internal factors that influence learning Chinese characters were “language learing attitudes and methods,” “the motivation of leanring Chinese,” “the feeling toward Chinese characters.” The external factors included “environmental factors,” “teaching factors,” and “tradition-al/simplified Chinese charactes class factors.” The relationship between internal factors and external factors were bi-directional, except that the ways the instructor teach Chinese characters may influence students’ attitudes, motivation or feelings unilater-ally. This study suggested that Chinese teachers should enhance students’ Chinese-characters writing, recognizing, memorizing ability and provide oppotunieis for be-ginners to practice reading Chinese characters and using online resources. It is also important for Chinese teachers to know the complexity and interaction of the factors that may influence students’ learning of Chinese characters. In so doing, Chinese teachers are able to offer beginners appropriate assistance in learning Chinese charac-ters.

本篇論文是針對六位以台灣華語為母語的嬰幼兒，採長期觀察的方式，研究 台灣華語字彙產製的音韻變化性(phonological variability)，並詳細描述單音節詞和雙音節詞之中音節類型出現的頻率、變化性、以及代換模式。本研究同時要用Jakoson (1968)的音節標記理論來檢驗各種音節類型中的共通性。 本研究一共觀察了有六位年齡在十一個月至兩歲的嬰幼兒長達一年。以兩個 禮拜一次的頻率收集嬰幼兒和母親之間的自然對話，並利用錄製回來的影音檔做 譯寫和分析。 結果顯示小朋友的音韻變化是很常見的，且是有規則可循的。小朋友的音韻變異量的高峰(variability peak)會出現在當小朋友的音韻發展從一個階段進展到另一個階段的時候，而本篇論文顯示與當小朋友由單字期(one-word stage)進展到雙字期(two-word stage)以及字彙量有大幅上升的時期符合。華語音節習得的部分，結果顯示CV 是頻率最高、變化性最低，且最常被拿來替換的音節類型。CVG 也是頻率高的音節類型之一，但他的變化性也很高，主要是因為韻尾省略 (coda-dropping)的現象在小朋友的早期發展很常見的關係，所以CVG 雖然頻率高但是變化性也很高而且是最常被取代的音節類型之一。 最後，將所有的結果拿來檢驗Jakoson (1968)的音節標記理論，結果發現頻 率高以及變化性低的音節類型都是無標記(unmarked)的音節類型，相反的頻率低 以及變化性高的音節類型則都是有標記的(marked)音節類型，此外小朋友會用無 標記的音節類型來取代有標記的音節類型。 / The purpose of this study is to discuss the issue concerning phonological variability of children acquiring Taiwan Mandarin. Two aspects are including in the following: the phonological variability of words and the syllable types composed the words. The overall variability pattern, the frequency, variability rate, and substitution pattern of syllable type were analyzed. Six participants are investigated in the study, aged between 0;11 to 2;0. A longitudinal observation study is conducted by the author and the research team. The results showed that phonological variability is common in early phonological development. The increase in variability reflects the reorganization of phonological system, where children started to produce two-word utterances and the amount of different words was increased. As for the syllable type analysis, CV presented the highest in frequency, the lowest in variability rate, and also was used to replace other syllable type more often. CVG was one of the most frequently used syllable type; however, the variability rate of CVG was also high. The reason may due to the fact coda-dropping is a very common phenomenon in children’s development. The results in this study were examined in the markedness theory of syllable proposed by Jakobson (1968). The results showed that syllable types with higher frequency and lower variability rates were unmarked syllable types, while syllable types with lower frequency and higher variability rates were marked syllable types. Furthermore, children tended to use a more unmarked syllable to replace a more marked syllable.

本文的研究問題有三：一是了解現今華語綜合性教材語素教學的內容與編排方式；二是提出關於本文分析之華語綜合性教材以語素為基礎的詞彙教學建議；三是教師面對不同教材時，應該如何因應與落實以語素為基礎的詞彙教學。 本文首先從海峽兩岸的專家、學者們對於詞彙教學領域的相關研究和詞彙教學的現狀著手，發現詞彙教學理論研究成果與教學應用脫節，因此如何有效利用漢語詞彙語義特徵和結構特徵進行詞彙教學，值得深入研究。本文將焦點集中於語素教學的理論與教學實施原則，分析在臺灣與中國使用率極高的兩套華語綜合性教材---《新版實用視聽華語》和《新實用漢語課本》，以了解目前教材中語素教學內容的現況。 分析結果發現，兩套教材皆呈現語素教學設計，但是《新版實用視聽華語》的語素分析出現瑕疵，且缺乏詞彙結構分析；而《新實用漢語課本》不論是語素分析或詞彙結構分析，都能以學習者已知的詞彙為基礎而設計。本文參考前人的研究和教材的分析，提出對於這兩套教材中以語素為基礎的詞彙教學建議。最後，本文綜合語素教學研究、教材分析和教學應用，提出一套更完整的語素教學實施原則，以利於教師面對不同教材時得以參考依循。 關鍵字：語素、語素教學、詞彙教學、新版實用視聽華語、新實用漢語課本 / There are three research aspects in this paper: (1) To understand the content and structure of two main current Mandarin pedagogical materials in the context of morpheme-based vocabulary teaching. (2) To provide some teaching suggestions for the design of morpheme-based vocabulary teaching of those two materials. (3) To propose vocabulary teaching strategies on employing morpheme-based vocabulary teaching when teachers are facing different textbooks. In vocabulary teaching, this paper makes an overview of research literature by cross strait scholars, and finds that there is a missing link between theory study and teaching application. It’s promising to explore semantic and morphology of Chinese vocabulary to facilitate vocabulary teaching; thus, morpheme-based vocabulary teaching is proposed. We evaluate two most popular textbooks Practical Audio-visual Chinese 2nd edition and New Practical Chinese Reader to get a picture of how morpheme-based vocabulary teaching is presented. Both textbooks do have morpheme-based vocabulary teaching design. Practical Audio-visual Chinese 2nd edition is faulty in morpheme analysis, and short of analysis of morphology of Chinese vocabulary. New Practical Chinese Reader deserves praising by editing the content of morpheme-based vocabulary teaching at the basis of learned vocabulary, and it excels in the analysis of both morpheme and morphology. Referring to previous studies in this area, we propose recommendations for morpheme-based vocabulary teaching with these two materials. To assist teachers in dealing with various textbooks, we provide practical teaching operation principles, through a comprehensive study of morpheme-based vocabulary teaching, textbook analysis, and teaching application research. Wish this study will help Mandarin teachers teach vocabulary more efficiently. Keywords: morpheme, morpheme teaching, vocabulary teaching, Practical Audio-visual Chinese 2nd Edition, New Practical Chinese Reader

本研究旨在探討實習課對職前華語文教師教學信念與教學行為之影響，以某國立大學華語文教學碩士學程二年級的七位台籍學生為研究對象。首先，教學信念之探討係透過質性訪談、試教後的反思札記、及修改前後之教案等相關資料進行分析；其次，教學行為的探討則以剖析職前華語文教師試教錄影檔案中的行為表現為主；最後，再進行交叉比對，以探究教學信念與教學行為之間的關係。主要研究問題為：第一，實習課如何影響職前華語文教師教學信念(共分為教學方式、師生角色、課程與教材、教學任務四個面向進行探討)？第二，藉著實習課錄影檔案，探究職前華語文教師的具體教學表現行為為何？第三，教學信念及教學行為之間的關係為何？分析方式則是藉由Nvivo 統計分析軟體編碼以質化方式分析教學信念，其次以量化方式分析教學行為，然後再以紮根理論方式探討教學信念與教學行為間的關係。 研究結果顯示：(一)本個案中的教學實習課對職前華語文教師所形塑之教學信念較趨向效能取向; (二)本個案中的教學實習課對職前華語文教師教學行為之影響主要為提高其以學生中心方式教學的比例; (三)本個案中的職前華語文教師之教學信念與教學行為間的關係並非完全一致，而是呈現出些微相異處；(四)整體而言，教學實習課有助於職前華語文教師增進教學專業能力，亦其助其瞭解學習者特性知識與教育現場所需的脈絡知識。最後，根據研究結果，本研究提出相關建議供未來華語文師資教育之參考。 / This case study aims to understand how teaching practicum might impact pre-service teachers’ teaching beliefs and teaching practices. Participants were seven Taiwanese Chinese language pre-service teachers who were in their 2nd year of graduate study and they were from the Department of Teaching Chinese as Second Language at a national university in Taiwan. To implement, firstly, this study analyzed pre-service teachers’ teaching beliefs using qualitative interviews, reflective teaching journals, and their teaching plans and other relevant information. These data were coded by using Nvivo statistical software. Secondly, this study analyzed pre-service teachers’ teaching practice using their videotaped records. Lastly, this study made use of all above collected data in a more integrated manner to analyze the relationship between pre-service teachers’ teaching beliefs and their teaching practices based on grounded theory. The main findings of this study include the following: (1) After teaching practicum, the teaching beliefs of the participating pre-service teachers became more efficiency-oriented; (2) After teaching practicum, the teaching practices of the participating pre-service teachers became more likely to perform more student-centered teaching; (3) It was found that the relationship between pre-service teachers’ teaching beliefs and teaching practices was not fully consistent; (4) Overall, it was found that teaching practicum employed in this course not only enhanced pre-service teachers’ professional teaching ability but also equipped them with more knowledge of learners, as well as learners’ characteristics, and more knowledge of educational contexts. Based on the findings, three suggestions for cultivating more effective Chinese language pre-service teachers were made.