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.

本研究旨在探討漢語母子對話中孩童問句的語言形式和語用功能，以及其問句和母親回應之間的關係。研究語料來自於一對以漢語為母語的母子在日常生活的對話，孩童的年紀約為二至三歲。研究將孩童問句的語用功能分為四類：詢問訊息(informational)、請求行為(directive)、對話修補(conversational)以及針對自我(self-directed)。母親針對孩童問句所作的回應分為三類：直接回應(answers)、非直接回應(non-answer responses)與無回應(no answers)。研究發現漢語孩童大量依賴疑問詞問句和語助詞問句，而隨著年紀增長，孩童的問句語言形式也更趨多元。研究也發現孩童多使用問句來詢問訊息，而孩童使用問句執行對話修補功能的比例也隨著年紀增長而有所增加，另外，執行此項功能的問句的語言形式也隨年紀增長而越加豐富。最後，研究發現孩童問句多伴隨母親的回應，而母親的回應有時會重複孩童問句或以問句形式出現鼓勵孩童參與對話。 / The study aims to investigate forms and functions the child’s questions and their relations to the mother’s responses in Mandarin mother-child conversations. The data examined are from one mother-child dyad. The child is around two and three years old. The pragmatic functions of the child’s questions are categorized into four types: informational, directive, conversational and self-directed. The mother’s responses to the child’s questions are categorized into three types: answers, non-answer responses and no answers. The results show that the child mostly uses wh-questions and sentence-final particle questions. As the child grows older, the question forms he uses become more various. In addition, the child uses questions mainly to ask for factual knowledge. The child’s questions which repair the breakdown of the conversation are significant as the child grows older. The result suggests that the child gradually becomes a skillful conversationalist. Last, the data reveals that the child’s questions are mostly followed by the mother’s responses, and the mother’s responses may be related to the pragmatic functions of the child’s questions. The mother’s responses also exhibit some characteristics in child-directed speech in order to encourage the child’s participation in verbal interactions.

国立情報学研究所で電子化したコンテンツを使用している。

国立情報学研究所で電子化したコンテンツを使用している。

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華語電影作為一種真實的教學材料，提供了自然的華語語言資源，並且能夠增強學習者動機與教學成效，然而過去關於此議題的論文研究大多缺乏實際教學驗證，故本篇論文的目的在於，針對中高級華語學習者，以華語電影進行教學設計，並進行教學實施，探究如何應用電影使學生提升聽說能力。本研究採用發展研究法以及調查研究法，結合理論探討與實際狀況分析，發展出符合本研究教學目標之課程設計。首先從兩大方面綜觀過去的研究，一為影片教學的相關理論，指出影片教學之立論與特色，並歸納影片應用於語言教學中的優勢，再探究其應用於教學中的設計理論與教學模式。第二部份則探究電影應用於華語教學上的成果，統整出教學特點、選擇電影的原則以及教學流程等重點。接著，基於以上研究基礎，以ARCS動機理論與ASSURE教學模式為本研究教學架構設計與實踐步驟之參考，設計電影教學課程與活動。課程實施後，以問卷與訪談方式調查課程實施成效、了解學習者的評估與反饋，並結合研究者自身觀察紀錄進行分析與討論。本研究教學實施普遍獲得學習者肯定，認為課程設計符合其學習興趣：學習口語詞彙與表達以及提升聽說能力，兼具實用性與趣味性。根據本研究教學實施，得出幾項研究成果：一、課程設計發展模式 二、教學目標訂定之依據 三、教學實施與驗證。最後，綜合討論成果，作為未來相關教學研究之參考與建議。 / The purpose of the study is to design and implement a Chinese Language curriculum with the use of Chinese films to high-intermediate level students, with the primary gaol of enhancing students’ listening and speaking skills whilist also increasing Chinese colloquial knowledge. The main method used in this paper is known as development research. It provides a model for instructional design; questionnaires and interview research are also adopted for gathering students’ reviews following the proposed teaching implementations. The emphasis of this study lies in examing the model for developing instructional design in teaching via Chinese films by implementing two teaching demonstrations and providing criteria for setting teaching objectives. The results of the two teaching implementations indicate that Chinese movies are valuable and practical teaching materials in spoken Chinese and it is important to incorporate the teaching activities in sequence into the class. Moreover, students’ enjoy the interesting and productive learning evironment. The study findings may serve as a reference for further research on relative Chinese teaching curriculum design.

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.

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

在全球化之今日，英語之重要性已不可同日而語，而伴隨著教育改革及教育選擇權之開放，私立雙語小學也漸漸成為家長之選擇之一，越來越多的家長放棄學區學校，開始作出私立雙語小學之選擇。為探究家長為其子女選擇私立雙語小學就讀之因，本研究先以Ajzen之計畫行為理論(Theory of Planned Behavior)為基底，根據本研究之目的，做出些微修改後擬定訪談搞，以半結構訪談方式面對面與選擇私立雙語小學家長進行晤談，之後，再以樣板式分析方法進行分析。分析之結果除了計畫行為理論之中之態度、主觀規範與行為控制知覺之外，研究者認為根據本研究之目的，應再增列學習關鍵期，故研究之結果以四大方向呈現。（一）態度：在態度方面以家長之擔憂與私立小學之對策、台灣大環境之社會問題以及家長個人之內在因素為三大影響家長選擇私立雙語小學之因，（二）主觀規範：影響家長之重要他人主要分為兩類探討之，分別為專業人士以及身邊有相關經驗之重要他人，（三）行為控制知覺：家長所持之外部資源（主要為經濟能力）與其本身之自我效能，以及（四）童年決定論：家長所關心關鍵學習期之學習議題。最後針對本研究之結果作出討論與建議，希望能透過本研究，提供台灣教育另一參考面向。 / Language ability plays an important role in the era of globalization and, instead of the schools in the school district, parents start considering bilingual schools as their educational choice for their children. The aim of this study, therefore, was to identify parental rationales for choosing bilingual schools. A qualitative case study approach was used to gain an understanding of parents’ decision-making process. The research participants were eight Taiwanese parents who made the choices of sending their children into private bilingual primary schools. The parents were interviewed by a semi-structured interview method. The interview transcripts were analyzed using template analysis based on Ajzen’s Theory of Planned Behavior. The results of data analysis revealed that parents’ rationales for choosing bilingual schools were categorized in four main dimensions and smaller parts for each: (a) Attitude: the policies of private bilingual primary schools toward the concern of parents, the problems of Taiwan social environment and parents’ intrinsic negative tendency are the three main factors which impact parents’ attitude toward private bilingual primary schools (b) Subjective norms: advice from the experts and significant others (c) Perceived behavioral control: accessible control beliefs (family finance condition) and parents’ self-efficacy (d) Critical learning period: learning issues that concern parents in critical learning period.