京都大学 / 0048 / 新制・論文博士 / 博士(文学) / 乙第13227号 / 論文博第645号 / 新制||文||676(附属図書館) / (主査)教授 吉田 和彦, 教授 定延 利之, 教授 家入 葉子 / 学位規則第4条第2項該当 / Doctor of Letters / Kyoto University / DFAM

研究本文的目的，直接說，是整理論語思想中的本末觀念；間接說，是嘗試整理傳統 文化的生命義理、人生哲學－－論語思想在這方面尤顯重要－－以提供學術、生活的 借鏡。因為我們相信：廣大的生活實踐（行）永遠是學術研究（知）的原動力。 在文獻的取材上，以論語原典為主，並參考魏何晏、宋朱熹等諸家註解，以及馬一浮 、唐君毅、徐復觀等當代大儒的著述。 至於本文的研究方法，是以廣大生活去體證論語義理為主，而以有限材料去經營論文 結構為輔。也就是以生活體證為動力，以分析材料為表達。 關於本文的研究內容和結果，大略如下： 第一章緒論，建立起本文討論的基點、根據、方向和大體的格局。 第二章論語本末觀念總論－－「仁本禮末」的觀念，也就是從心靈發展到文化的理序 。 第三章論語本末觀念分論（上）－－「學」的本末觀念，也就是成長問題的理序。這 是儒學中內聖、修己、修仁的一面。 第五章結論，嘗試綜合說明和評論整個論語本末觀念，而且嘗試尋找從孔子開始建立 的中國文化的規模、方向和缺點。 最後，我們發現：論語的本末觀念是一個「根本」、「整體」、「生活」的人生哲學 、文化方向，在這□，正凸顯出「主客合一」的人文精神，但缺點就是：對「主客分 離」的科學精神，卻隱而不彰了。

自從民國六十七年及六十八年香港中文大學和國立政治大學合辦兩次「從中國文化來 探討傳播理論」的學術研討會之後，「傳播研究中國化」便成為我國傳播學界普遍重 視的一項努力方向。在傳播研究中國化的發展過程中，借助西方傳播理論的概念或架 構，全盤整理中國古代傳播思想，是主要研究取向之一。本論文即運用西方人際傳播 理念，分析蘊藏於論語中的人際傳播概念。 本論文共一冊，約五萬字。分為第一章緒論，第二章人際傳播中的自我概念，第三章 人際傳播中的人際認知，第四章人際傳播中的人際關係，第五章人際傳播技術，第六 章訊息製作的原則，第七章結論。 論文第一章分四節為：研究動機，研究範疇，研究方法，人際傳播的定義與範疇。 第二章分四節為：自我概念的定義及基本假設，自我概念的特性，改變自我概念的方 法，自我概念對人際傳播的影響。 第三章分三節為：人際認知的定義及過程，人際認知的資訊來源，如何認知他人。 第四章分三節為：從關係的觀點討論人際傳播，人際關係的三個交易面向，解決關係 界定問題。 第五章分三節為：創造正面的傳播氣氛，自我揭露，有效的回饋。 第六章分二節為：語文訊息的製成原則，非語文訊息的製作原則。 第七章為結論，對本論文做一總結，並對未來研究者提出五項建議。

本論文探討的主題有四：（一）陳述中文文法手語與台灣自然手語各語言層級結構的異同，並探查兩套手語系統結構差異部分的語言溝通效率與語意清晰度；（二）瞭解受試者兩套手語系統的語言能力及其語言使用情形；（三）調取受試者對兩套手語系統的語言刻板印象與手語政策態度；（四）探討現階段手語政策的實施。 本論文包含量化與質化的研究方法，研究對象為年滿十八歲、居住在大台北地區、且以手語為主要使用語言之聽覺障礙者。量化研究包含手語結構評估問卷及手語使用情形與語言態度問卷。受試者須先完成結構評估測驗，才進行手語使用情形與語言態度問卷之填答。手語結構評估問卷針對兩套手語系統之迅速程度、模糊程度、與歧異程度加以測試。語言結構評估項目共有基本詞彙、詞組、時貌、副詞、簡單句型、複句句型、與篇章等七大類共一百九十四項，以影片方式呈現。受試者每觀看完一項評估項目，即立刻根據影片內容回答問卷上之題目。語言使用情形與語言態度問卷則探查受試者手語能力、手語使用、及語言態度。本論文以非機率抽樣的滾雪球抽樣方式進行量化問卷的發放，共回收75份有效樣本，進行無母數統計分析。質化研究以深入訪談方式進行，以立意抽樣方式共訪問六名受訪者，重點在探查量化問卷所發現的結果之原因。 研究結果顯示，在結構評估測驗中，除了詞組與簡單句型之遞繫句之外，自然手語的溝通效率與語意清晰度皆高於文法手語。受試者的兩套手語系統能力均等，且兩套手語使用頻率主要決定於談話對象的語言使用。語言刻板印象與手語政策態度的調查結果顯示，受試者對自然手語有較高的評價。 依據研究結果，本論文建議現階段手語政策應調整其語言規劃方針，將自然手語納入啟聰學校正式教學語言。對未來手語政策規劃之建議為：研訂相關法令、設立專職機構、擴充手語詞彙並編撰手語字典、明訂啟聰學校教師教學溝通政策與鑑定教師手語能力、培育專業手語翻譯人才、設置手語相關節目並提供無溝通障礙環境、獎勵手語研究與推廣工作、增設相關系所。 關鍵字：台灣自然手語、中文文法手語、語言態度、語言政策 / This thesis aims to (1) compares the language structure of Chinese Signed Language (CSL) with Taiwan Sign Language (TSL), and investigates the efficiency, vagueness, and ambiguity of these two language systems; (2) to provide a preliminary evaluation of the implementation of Sign Language Policy in Taiwan through an investigation of the deaf’s proficiency in CSL and TSL, their use of them, and their attitudes toward both these two linguistic systems and the related policy. Both quantitative and qualitative analyses are adopted. Quantitative analysis includes two tests. On “structure evaluation test,” the efficiency, vagueness, and ambiguity of CSL and TSL are investigated. Evaluated items are taped into 194 segments of films, distributed on 7 linguistic levels, including lexical items, phrases, tense, adverbs, simple sentences, complex sentences, and discourse. Subjects are required to answer the questionnaire immediately after each test item is shown. “Sign language use and attitude questionnaire” is to elicit the deaf’s language proficiency, language use, and language attitudes. 75 questionnaires are collected through nonprobability sampling and nonparamentric statistical test with all the subjects being deaf adults who live in Taipei area and use sign language for communication. For qualitative analysis, 6 informants were interviewed through judgemental samplings to interpret the results of the questionnaires. The results of statistic tests indicate that TSL is more efficient, less vague and less ambiguous than CSL. Moreover, the subjects’ proficiency in the two sign language systems are equally good and their frequency of language use are decided by their interlocutors. As to their attitudes toward the two sign languages and the related language policy, all the subjects show support to TSL. Based on the findings from the quantitative and qualitative analysis, suggestions are given as follows. Legislate the law. Establish a government institution, institute lexicology, set the instructional language of the deaf school and evaluate the proficiency of deaf school teachers. Train the interpreters and provide communication unimpediment environment. Investigate sign language research, and plant institution. Key words: Taiwan Sign Language, Chinese Signed Language, language attitude, language policy

民國88年第33號審計公報「財務報表查核報告」的公布在會計師間引起軒然大波，會計師們認為其中使用「保證」一詞做為英文assurance的中文翻譯，可能會增加會計師的法律責任，極不妥當，後來「保證」一詞被換成「確信」，第33號審計公報也成為我國最快修正的一號公報。 本研究所探討的問題以第33號審計公報修正時所產生的爭議為主，以會計與法律系學生為對象，透過問卷量測「語彙」、「專業」與「了解程度」這三個因子對會計師責任之認知是否有顯著影響。 本研究之結果顯示，「語彙」對會計師責任的認知影響皆為顯著。「語彙」、「專業」與「了解程度」這三個因子對「財報擔保程度」的認知皆有顯著的影響，且其間無交互作用；對會計師法律責任的認知而言，「了解程度」的影響效果並不顯著，且「語彙」與「專業」間有交互作用。 / CPAs were nervous when No.33 audit statement issued in 1999, because they thought if the Chinese phrase 「保證」was translated for the term of ‘’assurance’’ might increase their legal liability. Finally, the phrase 「保證」 was replaced to 「確信」, and the No.33 audit statement became the fastest modified statement in the series. The subject discussed in this research is focused on the controversy occurred in the process of amending No.33 auditing statement. Through the poll (which is aimed at students of law and accounting departments) the research tried to find out if the phrases “wording”, ”comprehension”, and “specialty” would influence the cognition about CPA’s duties, and if there were any cross-effects between them. The results show the factor “Wording” is significant to all cognition about CPA’s duties. The three factors are all significant to the cognition about “assured degree” and there is no cross-effects between them. But ”comprehension” is not significant to the cognition about CPA’s legal liabilities, also there are cross-effects between “wording” and “specialty”.

本研究旨在探討以中文為母語之人士如何學習英語條件句，及其在習得時所遭遇之困難及相關原因。本文除對英語條件句之分類方式做詳盡介紹外，並嘗試以形式功能對應之理論架構，研究其習得之順序，並利用『錯誤分析』區分出條件句之動詞各類錯誤的誤用形式及原因。本研究語料來源為包含一百萬字，以電腦輔助建立錯誤標記之『中國學習者英語語料庫』。 研究結果發現，外語學習者之習得順序為一形式功能對應之過程，具較多形式或功能內涵者愈晚且愈難習得，符合功能認知模式的預測。 中文學習者的錯誤特徵為添加及省略，原因為過度矯正(hypercorrection)及過度類化(overgeneralization)。學習者最大的困難來自對條件句動詞變化規則不熟悉、形式及功能的複雜性、以及對應失敗的結果。本論文建議未來研究方向可深入探討時間指涉與假設程度對條件句使用之影響。 / Issues of conditionals have been highlighted for a long time, but the focus was seldom fixed on acquisition, particularly for L2. The determinate features of tense, mood and modality are interwoven in the conditional construction, thus resulting in an insurmountable obstacle for L2 learners. However, the factors impede acquisition have never been satisfactorily treated. Therefore, this paper attempts to explore the L2 developmental sequence, and to probe the error characteristics of acquiring if-conditionals. Disengaging the expression of conditionality into two dimensions: temporality and hypotheticality, we identified the features of syntactic forms and semantic functions of different conditional types, and created a new scheme to account for their mapping, on which the difficulty levels of acquisition were inferred. In contrast to the previous studies on the grounds of markedness theories, this research described the acquisition of conditionals in a Functional-Cognitive Model. Furthermore, the factors of difficulties were examined via an error analysis. The targets are Chinese English learners, who were well-known to face great problems in expressing conditionals. The data was searched from CLEC (Chinese Learner English Corpus), a big-scale corpus consisting of roughly 1,000,000 words with error tags. The investigation on the acquisition sequence and error patterns shows: (1) the acquisition order parallels to the prediction on the form-function mapping underpinnings: those with heavy content load and complex lexical shapes are acquired later (2) the two prominent misuses of the Chinese learners are addition and omission, resulted from hypercorrection and oversimplification. It was concluded that their difficulties could be ascribed to unfamiliarity of rules, complexities of forms and functions, and their mapping failure. Hence, this present work serves to provide some explanatory accounts, in a hope to unveil the mystery of the arduousness of acquiring conditionals, contribute to the tightening of acquisition theorizing and shed new insights into pedagogical growth.

本研究旨在探討「傳統字義生詞教學法」和「構詞法輔以常用詞根之生詞教學法」對台灣的法語學習者學習和記憶法語生詞的差異，希望能在生詞教學上，提供另一個不同於傳統生詞教學而且更為有效的方法。 本研究的主要發現如下：1)接受「構詞法輔以常用詞根之生詞教學法」的受試者(實驗組)比接受「傳統字義生詞教學法」的受試者(對照組)在生詞的短期記憶和長期記憶上，均有較佳的表現。2)實驗組的辨別字義和拼字能力也比對照組佳。3)在字彙量、短期記憶與長期記憶的相關性上，短期記憶較佳者，也有較好的長期記憶表現。 / The purpose of the study is to investigate the different effects of the traditional definition-based teaching method and the morphological approach via commonly-used roots on Taiwanese French learners’ vocabulary acquisition and memorization. It is hoped that the results of the study can provide an alternative to traditional vocabulary teaching in French. First of all, an on-line questionnaire which investigated the teaching situation of French vocabulary in Northern Taiwan was administered. Then, the subjects in this study involve 115 nonnative French majors at National Central University and Fu Jen University, including 57 seniors and 58 sophomores. The seniors were divided into experimental and the control groups, while the sophomores were also divided into experimental and the control groups. The experimental groups received the morphological approach via commonly-used roots, and the control groups received the traditional definition-based teaching method. In the beginning, the experimental and control groups took the same French vocabulary pre-test to examine their vocabulary size. Then, after receiving different instruction, the subjects were immediately asked to take post-test 1, which investigated their short-term memory for words. Two weeks later, post-test 2 was conducted to check the subjects’ long-term memory for words. The results of the study reveal that the experimental groups have better short-term memory for words and long-term memory for words than the control groups, regardless of the subjects’ language proficiency. With regard to the effect of learning new words, both the experimental groups and the control groups made progress after receiving the instruction. After two weeks, the experimental groups showed no regression on the vocabulary post-test. Furthermore, the experimental groups performed better than the control groups on both word spelling and word meaning, and in general, the subjects’ short-term memory for words was correlated with their long-term memory for words.

在現代詩人中，鄭愁予的名號是響亮的，擁有廣大的讀者，詩評家讚美他的詩作「聲籟華美」，然而聲籟如何華美卻無法說出所以然來，藉由語言風格手法的分析方式，筆者試圖進入詩人的堂奧，一窺詩人創作的秘密，剖析鄭愁予在音律使用的獨特性。本論試圖歸納出詩人在聲母、韻母、同字、聲調上手法的匠心獨具，使用的特殊手法，形成創作上的個人風格，造成誦讀上的美感。

本研究旨在探討中美文化差異對於建議語行為的影響，並且進一步探究文化差異以及社會地位、人際熟悉度等情境因素如何影響台灣英語學習者的建議語行為。本研究的三組受試者分別為35位英語母語人士、35位中文母語人士、35位英文程度佳的台灣英語學習者。語料蒐集工具為言談情境填充問卷(DCT)。所蒐集的語料針對受試者的建議語策略使用來進行量化以及質化的分析。 研究結果顯示，中文組的建議語行為比英語組來的直接。而學習者組在建議語的策略使用上則近似於中文組，也表現出比英語組直接的建議語行為。這樣的結果很可能由中美文化的差異所導致。此外，台灣英語學習者的建議語行為受到了文化差異的影響，表現出來自於母語的語用移轉(pragmatic transfer)，除了語用移轉所造成的語用失敗(pragmatic failure)之外，研究者還發現兩項學習者在建議語使用上的語用失敗，分別是：教學引起的誘發性錯誤(teaching-induced errors)，以及使用過多文字(waffle phenomenon)。有鑑於這些語用失敗，本研究提出兩點教學上的啟示。一、語言教師必須引導學生瞭解文化差異對於跨文化溝通的影響。二、語言教師以及教材編者必須提供充足的語境訊息(contextual information)以教導英語學習者如何適宜地的表達。 / The present study aimed to explore the cross-cultural differences between the suggestion behaviors by Chinese and Americans, and further investigated how the differences affect Taiwanese EFL learners’ interlanguage suggestion under two social variables. Three groups of participants were concerned in this study. They were 35 native speakers of American English, 35 native speakers of Mandarin Chinese and 35 Taiwanese EFL learners. The data were collected by written DCT elicitation questionnaire. Participants’ responses were analyzed both quantitatively and qualitatively to see how the three groups of participants employed the suggestion head act strategy, hedging devices, supportive moves and suggestion patterns. The results showed that the Chinese group was more direct than the American group. Besides, the learner group approximated the Chinese group and thus also employed more direct suggestion patterns and strategies than the American group did. This may be possibly due to the cultural differences between the Chinese and the American culture. This study also found that the EFL learners transferred both their native socio-cultural norms and pragmalinguistic conventions into their suggestion behaviors. In addition to pragmatic transfer, two more pragmatic failures were found; they were teaching-induced errors and the waffle phenomenon. With regard to these failures, this study suggested that language teachers should make learners aware of the importance of cultural differences in cross-cultural communication. Besides, teachers and language materials designers should provide as much contextual information as possible so that learners can learn the appropriate form or structure for its corresponding function.

近年來許多學者開始注意語言及音樂之間的共通之處。這篇論文主要從結構、韻律及曲調方面，分析現代閩南語歌曲中，歌詞與旋律之間的協調與配合，希望能夠對語言與音樂之間的互動有更多的了解。傳統閩南語歌曲旋律簡單，非常忠於語言本身的特性，在優選理論的架構下，受到某些制約條件影響。當這些歌曲融入Rock 或R&B等音樂元素後，歌詞與旋律之間的對應受到另一套制約條件排列的影響。透過分析同一首歌曲的不同版本，對於音樂與語言之間、以及不同版本之間的對應，提供更完整的理論分析。 / The parallel structures between language and music have been observed in the literature of linguistics. To have further understanding on the interaction of language and music, this study examines the concordance and compromise of lyrics and melodies in Taiwanese folk songs from the aspects of prosodic structure, rhythmic pattern and tonal mapping. Traditional Taiwanese folk songs demand a simplistic tune, showing faithfulness to the linguistic form. Under the framework of the Optimality Theory, some constraints related to the arrangement of lyrics and melodies are detected. As these songs are adapted to different musical styles—Rock or R&B—the constraint ranking changes on the basis of output-to-output correspondence, resulting in different musical representations. With the analysis of different versions of the same song, this paper provides a theoretical account on the harmony between language and music and also the relationships between different musical versions.