本論文大體分為三部份，第一部份是有關語言權之地位與性質；第二部份是一些國家實踐之情況與問題；第三部份是有關加拿大語言權的探討第一部份中敘述語言權之歷史發展。在此部份中分析了語言對一個族群社區、文化、以及個別成員認同上所扮演之角色。語言之重要性導致語言權之爭取。今日許多國際公約規定對自己語言之使用，像宗教、種族等等因素一樣，已成為消極意義下的基本人權。在此部份亦對語言權之性質之各有關層面作了簡略之探討。第二部分：以瑞士、比利時、芬蘭、南非、中國及印度的語言政策來對語言權實踐的情況作敘述以及總結實踐上的一些重大問題。在第三部份，首先敘述加拿大語言權發展之歷史背景，以便能對加拿大語言權之特殊性有基本上之認識，隨後分析加拿大語言權在立法、司法、教育、行政方面之運作及其所牽涉到的困難。最後，歸結加拿大語言政策之成敗。

本論文透過敘事探究的方式，探討一位補教業英文老師之身份認知與建構。經由半 結構訪談、分析此教師社群網站發表之文章，以及筆者之研究筆記，本論文意圖呈現補教英語老師之身份認知與建構，是一段持續掙扎、探索進而取得認同(recognition)的過程。 經由分析、探討此個案的人生經驗與自我敘述後，本研究發現，教師遭逢之人、事、物，以及言談敘述背後所隱含的思維與價值，皆影響教師之自我身份認知與建構。教師在教學歷程中，往往具有多重的身分認同選項(不論此選項是教師堅信或是外在加諸)，這些身分認同的差異選項可能相互牴觸，並由於自身內部之認知與外部價值思維的衝突，進而引發一連串的「不被認同」(misrecognition and misacknowledgment)。本研究呈現出過去英語師資培育之相關研究往往忽略教師個人身分認同選項的現象，因此，如何敘述、協調個人的身分認同選項與衝突，並應用於英語師資的培養與自我調適，是本論文著眼 之處。 透過本論文之研究，亦希望提供英語師資培育課程不同的視野。第一，相關課程如 何透過介紹不同言談思維價值，使教師能夠適當運用多種身分認同選項；第二 ，如何 將敘事概念融入相關課程，協助教師解讀其教學中遭遇之人、事、物之關係與衝突，並 進一步思考對教師本身之影響。

二十世紀中葉以降，英俄語接觸愈顯頻繁，俄語除了以音譯和轉寫方式「借用」英語詞彙外，也開始大量以自有材料「仿造」（即直譯）英語成語。因此，本論文欲探討仿造成語（包括半仿造成語）在俄語中同化的情形，借助詞典、電子媒體、語料庫等媒介深入分析原型成語和仿造成語之間的形式差異，以及仿造成語在俄語中的語義發展，判斷其語義相對於原型成語而言是擴大、縮小或不變。接著，本論文分成形式和語義兩大研究主線，探討英語成語進入俄語後的使用情形，以及對俄語語義系統的影響。形式方面，討論仿造成語在各語言層面（語音、詞彙、構詞、詞法和句法）出現的形式變體，並探究各種變體出現的原因。語義方面，分析成語仿造所引發的組成詞語義變化，討論組成詞如何吸收英語語義，而此新語義如何擴散至組成詞的構詞族。本論文預期能豐富外語影響的研究視野，提供相關研究者、俄語教學者和學習者之參考。

選擇台灣兒童美語補習班之關鍵因素探討 / We all know that English is the most spoken language all over the world. Students in Taiwan are required to learn English in elementary school. Parents notice the importance of English and start sending children to English cram schools. However, how should parents pick a school that is suitable for the children? The objective of this research is to indentify the key factors that influence parent’s decision while picking English cram schools for children in Taiwan. The methodologies used in this research are focus group, mystery shopper, and online survey. The goal of the focus group is to find out what factors parents consider while choosing English cram schools. The mystery shopper would visit different schools and act as a parent searching for school for the child. To verify the analysis one step closer and to find out the public’s recognition of English cram schools, an online survey was conducted. After analyzing the data, this research indicates a conclusion that the main factors that influence parent’s decision are the learning environment, teaching quality and attitude, long-term management and commitment, and price. Bigger chain stores have strong marketing positioning and brand recognition, however, that doesn’t mean better service and quality or the final decision to pick the cram school. In the short run, large chain stores not only gain the business opportunity, but also earn the profit as they wished. Nevertheless, in the long run, parents would notice the inconsistency and unsatisfying services and eventually switched to a smaller privately owned schools that hires experienced and professional teachers. The relationship between the cram schools, parents, and teachers are very important. Therefore the best outcome for the children and for the parents to find the best school is to get a balance of all these factors. This research pointed out problems that most parents might not have noticed before. Parents put a lot of effort in their children’s education and a large portion of the household income goes to the children’s tuition. There is a big market for English cram schools in Taiwan, and large chain schools have done well on marketing the school. In order to keep and maintain the walk-in customers’ business, the larger chain stores could focus more on the quality control and provide a survey or questionnaire for the parents periodically to get their feedback or suggestions. Thus for the smaller privately owned schools to differentiate themselves and get the public’s attention, they could spend more on advertising and selling the school by showing parents that they only hire experienced and professional teachers from North America or Canada. Then the children and the parents will get the best outcome in learning English and getting the services and quality they paid for.

本研究主旨在探討教師在不同層級的兒童英語教室所具有語言的特徵。文中從二個角度來分析教師語言：句法及言談功能。藉著分析教師語言的形式及功能，期能暸解教師語言的內涵，幫助學生語言學習。 有三位兒童英語老師及三個不同層級的班級參與本研究,分別為初級，中級及高級。每位教師分別接受四節課之錄音，每一個層級選擇錄音最清晰的二節課予以轉成文字稿。經仔細檢視文稿後，每一層級選擇十五分鐘之語料做分析比較。以二項句法特徵及十一項言談功能來分析，記出其頻率，算出百分比及相關的統計方法。本研究的主要發現如下： (1) 教師語言平均語句的長度隨著層級愈高而增加。教師在初級的兒童 英語教室之平均句長為2.95，在中級教室為3.47，在高級教室為4.53。此顯示，教師隨著學生程度的增加而調整其語句長度。 (2) 教師語言的語法正確率在三個層級都很高。教師在初級教室的語法正確率最高為99.52%，其次為中級教室96.20%，最低為高級教室為94.21%。此顯示，教師給予學生相當正確的語言輸入(Input)。 (3) 教師語言的言談功能隨著層級的增加而不同。在十一項言談功能中，初級教室教師最常用的是練習(Drill)，中級教室教師最常用的功能是講解(Informative)，而高級教室教師用的最多的是發問(Elicitation)。 本研究亦提據結果提供以下的教學建議：教師應依學生程度的不同，調整其言談功能，同時教師需提供學生更多語言溝通的機會，培養學生語言溝通的能力。 / This study aims to investigate the characteristics of teacher talk in child EFL classrooms of different levels. Teacher talk is analyzed from two perspectives：syntactic and discourse. Three child language teachers and three classes of different levels participate in this study: the elementary, intermediate and advanced levels. Four units of each level are recorded. After initial screening, two units of each level are transcribed on the basis of intelligibility. By careful examination, only a portion lasting about ten to fifteen minutes at each level is selected for data analysis. Two formal characteristics--MLU (mean length of utterance) and grammaticality--are measured in syntactic analysis; and in discourse analysis, the function of teacher talk is analyzed. For syntactic analysis, teachers' MLU is counted; the grammaticality of teachers’speech is measured in the proportion of correct utterances to the total amount of utterances. For discourse analysis, teachers’utterances are categorized according to a discourse model adopted from Tsui (1985). Three major findings are found in this study. Firstly, teachers’ MLU increases as students’ proficiency increases. Teacher’ MLU at the elementary level is 2.95, at the intermediate level 3.47 and at the advanced level 4.53. It shows that teachers adjust their length of utterances to the proficiency level of students. Secondly, the grammaticality of teachers’ speech is very high in all the three classrooms. The grammaticality is 99.52% at the elementary level, 96.20% at the intermediate level and 94.21% at the advanced level. It shows that teachers provide students a very correct target language input. Thirdly, the functions of teacher talk are different at different levels. Among eleven functions, teachers use the function “Drill” most frequently in the elementary classroom, “Informative” in the intermediate classroom and“ Elicitation” in the advanced classroom. Two factors may be attributed as the cause the differences of teachers’ functions：the learners’ stage of development and the teaching method. Pedagogical implications are suggested according to the findings. Teachers are suggested to speak in such a way as to provide students with opportunities to speak in the target language if the purpose of teaching is to develop communicative ability.

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博士（学術） / 甲第534号 / 184p / Hitotsubashi University(一橋大学)

博士(学術) / 甲第635号 / 156p / Hitotsubashi University(一橋大学)

京都大学 / 新制・課程博士 / 博士(人間・環境学) / 甲第23259号 / 人博第974号 / 新制||人||231(附属図書館) / 2020||人博||974(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)教授 西山 教行, 教授 風間 計博, 教授 柳瀬 陽介 / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM

京都大学 / 0048 / 新制・課程博士 / 博士(人間・環境学) / 甲第18369号 / 人博第682号 / 新制||人||163(附属図書館) / 25||人博||682(吉田南総合図書館) / 31227 / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)教授 西山 教行, 教授 東郷 雄二, 准教授 塩塚 秀一郎 / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM