良好的溝通，須透過語言學習，而學生的語言學習更是為日後我國國際化打開大門，因此語言的學習，不僅僅在於書寫語文法層面，更重要的是溝通，以及學生透過與研習得所獲得的國際觀。本研究的目的，即在於探討政治大學附屬中學學生，對於 LC 各項實施滿意度，分析學生背景與其感受之關係，並解析 LC 規劃之理念與現狀，最為未來政治大學附屬中學與他校之參考。 本研究主要分為三個部分：（1）問卷調查以政治大學附屬中學學生為對象，瞭解學生對於教學環境、進行時段、學生對師資看法、學生感受、對話內容、學習效果、與學生對 LC 各項建議；（2）觀察 LC 進行情況，並以地點規劃與師生互動情形為觀察重點；（3）訪談以政治大學附屬中學英文教師、英文科召集人、實驗組組長以及外籍教師為對象，利用開放式的問題深入探析外籍師資招募的問題、資金來源、推廣程度、與校方英文課程配合性、外籍教師特質等。蒐集資料的工具包括問卷、訪談表、學校平面圖、錄音機、與數位相機。在資料分析上，觀察與訪談的部分主要是以描述性的方式記錄，並佐以圖片說明。問卷調查結果則以算術平均數、標準差。 本研究綜合研究問題、研究結果與討論，將研究結論列舉如下： 壹、Language Corner 實施現況 一、學生對於 Language Corner 整體表現持正面、積極態度。 二、學生認同參與後，對英文能力提升有正向之幫助，顯現 LC 計畫實施迄今時間雖短，成效已能獲得學生肯定，值得繼續推動 三、高中生、男生、語言實驗班之學生更認同 LC 之對話環境、目前 LC 之進行時段，且對於參與對話有更正面的感受、對於對話內容有較正面的回應、較認同 LC 之學習效果。 四、英文學期成績 70~79 分者更認同 LC 之對話環境、以及進行時段；而英文學期成績 0~59 分者更滿意目前的 LC 師資、且對於對話內容有更正面的感受。 五、不同英文學期成績之學生對於參與對話的感受呈現鐘型分布，成績最高及最低的群組反應普通，而成績 70~79 分者對參與對話的感受有最正面的回應，顯示在參與過程中，成績中庸者更能感受自在、快樂、緊張、充實。 六、不同英文學期成績對於參與 LC 後之學習效果均表認同，但兩者呈負相關；學期成績越低落者，越能認同 LC 的學習效果，並認為對話內容符合其程度；顯示 LC 計畫依照學生英語能力不同，提供難易有別對話之必要性。 七、高中男生、非語言實驗班、學習英語 11 年以上、參與 1~3 次之學生更滿意目前 LC 之師資。 八、參與 11 次以上、英文學期成績 90及以上之學生對 LC 師資較不認同，表示參與次數較多、英文能力較高之學生無法認同目前之師資；顯現外籍師資接受相關教育課程之必要。 九、學習英語 11 年以上更認同 LC 之對話環境、對於對話過程、對話內容有更正面的感受、也較認同 LC 之學習效果；顯示英文學習年數最長者，對於 LC 計畫的各向度皆有正面評價。 十、學生建議實施地點為圖書館、學生討論室；建議時段為午修、早自習時間；建議談話主題為生活、電影等。 貳、教師意見 一、外籍教師來源不穩，影響對話活動穩定性。 二、以鼓勵取代懲罰，推行成效難以評量。 三、學生時間拿捏不佳，壓縮會話進行時間。 參、本研究根據結果，提出對政治大學附屬中學之建議： 一、學生對會話學習效果評價高，應持續推動。 二、與國際教育交流協會簽約，穩定外籍教師來源。 三、嘗試增加早自習及放學後時段，並且增加舉辦頻率。 四、規定學生基本參與次數，穩定學生參與率。 五、招募校內英語小助教，輔助每日會話教學。 六、善用公開集會或網路公告，加強宣導活動。 七、藉學期初舉辦遊戲活動，使學生認識外籍教師。 八、校內師生與外籍教師應善用資源，促進良好優質的互動教學 九、定期舉辦外籍教師訓練課程，使其對活動內容更了解。 / Good communication requires language skills. Students’ language learning will open up an international domain for our own country. Therefore, language learning should not be limited to writing, memorizing and grammar. What’s more important is the skill to communicate and the international vision student obtains through the process of language learning. Thus, the purpose of this study is to understand how The Affiliate High School of NCCU students satisfy with the Language Corner program from different perspectives, to analyze the ideas that construct Language Corner, and last but not least, to understand current circumstances of Language Corner in AHSNCCU. Gathering the information can provide other schools, as well as AHSNCCU, recommendations and reference about Language Corner. The study can be divided into three category: (a) using survey to understand students’ satisfaction about the location, time, teacher, feeling in participation, conversation content, learning effect of Language Corner, (b) watch and record how students and foreign teachers interact with each other in Language Corner, and (c) interview English teachers, administrational staff, foreign teachers to explore the hidden problems of foreign teacher recruitment, money resource, and etc. The study utilizes questionnaire, video recorder, and digital camera to gather data. As for data analysis, descriptive method, with illustration is conducted. The survey outcome includes: 1. Students hold positive attitude toward Language Corner. 2. Students think their participation in Language Corner did help improve their English proficiency. It shows the effect of Language Corner has been affirmed by students. 3. Students who are male, in language experiment class recognize more with the location, time, conversation content, and above all, the learning effect of Language Corner. 4. Students with 70~79 English scores recognize more with location, time of Language Corner; besides, students with 0~59 English scores are more satisfied with the foreign teachers and conversation content. 5. Students’ feeling about Language Corner participation, by their English score is in bell shape. In other words, the highest and lowest English score group respond plain about participating Language Corner, while students with 70 ~79 English score have best reaction. 6. Students from different English score groups all identify with the effect of participating Language Corner. However, students with lower scores have better response and consider the dialogue not difficult for them. 7. Students who are male, in non-language experimental class, with more than 11 years of English learning background, having attended Language Corner 1~3 times are more satisfied with the current Language Corner foreign teachers. 8. Students who have attended Language Corner for more than 11 times, with scores above 90 are less approved of foreign teachers. 9. Students with over 11 years background of English learning are more content with the location, conversation process, dialogue topic, as well as the learning effect of Language Corner. 10. The locations recommended by students are library, students’ room; while noon, and morning (before class) are viewed as best timing. As for conversation topic, life events, and movies are highly recommended. According to the result, the study brings up some recommendations for AHSNCCU: 1. Students’ hold positive attitude toward the effect of Language Corner; thus, the value of this program is recognized, which makes it worth promoting. 2. AHSNCCU should sign a contract with CIEE to stabilize the foreign teacher supply. 3. Increase the frequency of Language Corner; timing can be shifted to “after-school” on some days of a week. 4. Set the required participation rate for students to stabilize students’ attendance. 5. Recruit students as Language Corner tutor to help students with lower English performance. 6. Utilize public assembly or school webpage to advocate Language Corner. 7. Prepare games at the beginning of each semester to let students be familiar with the new foreign teachers. 8. Students, as well as foreign teachers should make the most out of this program to enable great communication. 9. Give foreign teachers training to prepare them for Language Corner, and enable them to understand mutual expectations.

No description available.

University of Macau / Faculty of Arts and Humanities / Department of Chinese

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.

No description available.

京都大学 / 新制・課程博士 / 博士(人間・環境学) / 甲第23260号 / 人博第975号 / 新制||人||230(附属図書館) / 2020||人博||975(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生文明学専攻 / (主査)准教授 松江 崇, 教授 道坂 昭廣, 教授 佐野 宏 / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM

No description available.

無庸置疑，人類的每一項知覺都一樣重要。因為我們仰賴這些知覺接收來自周遭的訊息，只要有一個消失不見，我們在生活上便會遇到困難。然而，在語言表達上，知覺並非一樣重要。嗅覺看似是最難表達的知覺，因為人們常常依賴物體來表達嗅覺，例如「草的味道」。另一方面，我們無需依賴物體、並使用顏色來表達視覺。當我們想陳述對於「天空」的想法時，我們會使用「藍色」而不是「天空的顏色」。不同的語言有無可能把重點放在不同的知覺上？如果是，是什麼原因造成不同的語言現象？ 觀察人們如何表達對食物的看法非常適合用來討論知覺表達，因為品嚐食物的過程和視覺、嗅覺、味覺、及口感息息相關。本研究搜集來自中文及日文母語者有關食物的知覺表達，包括職業廚師及料理新手。米飯在中國及日本文化扮演著主食的角色，這項文化地位讓米飯成為與發音人面談上的主題。假設所有的知覺在不同文化都一樣重樣，人們應該會以相似的方式來表達知覺。研究結果發現在知覺表達中，中文母語者主要強調口感，但日語母語者強調視覺。透過比較職業廚師及料理新手也能找到知覺表達上的差異：職業廚師主要著重視覺，新手則重視味覺。人們亦使用不同的認知策略來表達不同知覺，但職業廚師及新手都依賴對食物的評價來表達知覺。從生理學上來看，人類的知覺一樣重要，但中文及日文的知覺表達卻不一樣。本研究認為文化及社會因素了影響語言的知覺表達。 / Senses are undoubtedly important to people because they allow us to experience our world and we would face difficulties when any of them were absent. However, senses are not equally important in linguistic expressions. It seems that expressing odors is difficult in some languages because people often rely on concrete objects to make olfactory expressions, such as cǎo de weìdào ‘the smell of grass.’ Making use of color rather than concrete objects for visual expressions, we often choose lán ‘blue’ rather than tiānkōng de yánsè ‘the color of sky’ when expressing what we feel from sky. Is it possible that different emphasis of senses can be observed in different languages? If so, what is the reason leading to the differences in languages? Observing how people express their feeling toward food is an appropriate method to discuss sensory expressions, because the procedure of tasting food is strongly correlated with multiple senses like vision, odor, taste, and mouthfeel. This study collects sensory expressions of food from both Chinese and Japanese speakers, including both experts and novices of cooking. Acting as the main dish in Chinese and Japanese cultures, rice is regarded as the theme of interview due to the cultural importance. If all senses are important in different cultures, they should be expressed in similar ways. Our results suggest that Chinese mainly focuses on mouthfeel, while Japanese mainly focuses on vision when performing sensory expressions. The differences in sensory expressions can also be observed through comparing experts with novices: experts mainly focus on vision, and novices firstly choose taste. People also make use of different cognitive strategies to express different kinds of senses, but both experts and novices rely on the evaluative type to create sensory expressions. Sensory expressions are different between Chinese and Japanese although senses are physiologically identical for people. This study suggests that both culture and social factors influence sensory expressions in languages.

本文以《吳閩方言音韻比較研究》為題，利用西方歷史語言學的比較方法（comparative method）來從事現代吳語、現代閩語的比較研究。我們所討論的議題都集中在音韻（phonology）方面。本文從事吳閩方言的比較研究，主要從同源詞的探討入手，先個別去分析吳閩方言內部的音韻層次，然後進一步建立不同方言層次間的對應關係。以下列出本文的章節安排，並約略說明每一章所討論的核心問題。 第一章、 緒論 本章說明本文研究的課題與目的，並介紹西方歷史語言學及漢語方言學兩方面的研究方法。 第二章、 研究對象─吳閩方言的地理分布與語音特點 本章介紹本文研究對象─吳語、閩語─在地理上的分布，並簡單條列兩大方言及所屬各片的語音特點。 第三章、 文獻回顧─吳閩方言關係論述 本章羅列目前學界對吳閩方言關係的看法，並加若干述評。 第四章、吳閩方言歷史音韻比較─聲母 第五章、吳閩方言歷史音韻比較─韻母 第六章、吳閩方言歷史音韻比較─聲調 以上三章分別從聲母、韻母及聲調三個方面，對吳閩方言的歷史音韻加以分析、探討。 第七章、結論與展望 本章根據本文的研究成果，說明本文對吳閩方言的關係及兩大方言的形成的看法，同時提出在本文的基礎上可以展開的相關後續研究。

國語政策的實施造成台灣地區原住民族母語嚴重地流失，產生語言轉移的現象。2001年（九十學年度）教育部首度將鄉土語言列為正式課程，開始實施強制性每週一節的母語教學課程。然此項母語教學辦法的實施，其實施前的評估和之後的檢討均未進行，因此本論文以布農族為例，從語言政策的觀點探討台灣地區原住民的母語教育政策。一方面從語言能力、語言使用、及語言態度等層面來調查布農族人的語言轉移情形；另一方面從其對母語教育政策的態度檢討當前布農語教學的實施現況。 本論文研究方法採問卷調查和深度訪談，同時進行量化和質化的研究。探查之學校於是八個布農族為主的山地鄉，以隨機取樣的方式，各抽取兩所學校，因此共計十六個學校納入調查範圍。問卷部份，主要根據年齡和教育程度兩個社會變項，在各組中採集等量的問卷。深度訪談則針對學校行政人員（校長與教務主任）、母語老師、家長、和學生，進行母語教學相關議題的訪談。問卷調查在探查普遍性的分佈狀況，而訪談目的則在探討問卷結果背後的理由。 調查結果發現，布農族人的母語能力和母語使用均出現隨著年齡層下降、教育程度升高而衰退的情形，顯示母語轉移的痕跡。在刻板印象上，高年齡層受試者對母語的評價較國語高，低年齡層和兩個教育層的受試者對布農語和國語的刻板印象評價則不達顯著，均一致地高。在學習動機方面，受試者不分年齡或教育程度，均一致認為國語之工具性動機高過布農語。而以布農語本身的融合性動機顯著高於工具性動機，顯示布農語對布農族人的功能為象徵性強過實用性。在對母語教育政策的看法上，一般而言都支持度都相當高；但在教學內容的實行上，如教學時間、師資問題等則多有意見，受訪者指出若干問題，並提出相關建議。 本研究結果證實布農族人的母語發生轉移現象，希望日後相關單位在訂定或修正語言政策時，可以對原住民母語轉移現象的挽救提供幫助。 / The implementation of Guoyu Policy in Taiwan has caused the minority groups, (in particular, the Indigenous peoples) a serious language shift, shifting from their mother tongues to Guoyu, the national language. To remedy the problem, "Mother Tongue Education" has been implemented since 1996. Unfortunately, there has never been any official evaluation on this policy. For this reason, this thesis aims at providing a preliminary evaluation of it through an investigation of the Bunun's proficiency in their mother tongue, their use of it, their attitudes toward their mother tongue and the policy. The research methods applied in conducting this study include both quantitative and qualitative analysis. For the former, 279 questionnaires (out of 300) were collected and analyzed, with a focus on sociolinguistic differences based on age and education level. For the latter, 36 informants (including school administrators, mother tongue teachers, students, and their parents) from 15 Bunun primary schools were interviewed. The results of statistic tests indicate that the Bunun's proficiency in their mother tongue and the frequency of using it decline with decrease of their age and increase of their education level. Among the various social groups, only subjects of higher education level show a positive attitude more favorable to Guoyu than to Bunun; while the other groups give equal ranking to both of the two languages. Moreover, the Bunun subjects, as a whole, consider Guoyu being more instrumental than Bunun; however, it is Bunun that receive higher score for integrative motivation, which indicates that Bunun still plays a symbolic function to the Bunun people. As to their attitudes toward the policy of mother tongue education, generally all the subjects show their support to it, although they point out, at the same time, that the policy should be modified on several aspects, such as problems related to the length of teaching hour and the sources of qualified mother tongue teachers. Most of the findings derived from quantitative analysis are confirmed by the subjects of the interviews. The general conclusion of this thesis is that the Bunun are experiencing a language shift from their mother tongue to Guoyu. It is suggested that the government and the institutions concerned should locate effective measures to meet the imperative needs in saving the mother tongues of the minority groups.