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。

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.

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.