本研究目的為探討國內新聞從業人員在採訪創傷新聞事件後，是否亦間接地受到創傷壓力所影響；又，社會支持與記者的創傷壓力調適有何關聯；而至今國內新聞界在記者創傷議題這部分的認知與作法處於何種階段。在研究方法上，採用質化的深度訪談法，訪談了包括文字記者、攝影記者以及主管職位等13位國內電視新聞從業人員。研究結果發現，普遍而言，國內電視新聞從業人員所承受身心壓力都較一般人來得高，而部分曾經採訪過重大創傷事件或創傷受害者的記者，更可能經歷深層的創傷壓力徵狀，包括侵入性回憶、逃避、高度警覺等。另外，部分受訪記者對創傷新聞事件的反應冷靜，可能源自記者良好的心理建設，但仍有記者是因為同儕壓力、尋求榮譽感或生計壓力等原因，而必須表現勇敢、甚至漠然，此亦可能為創傷壓力反應的一種。容易造成記者創傷壓力的新聞事件主要包括兩類，一為重大災難，一為看似平常、但可能對個別記者影響深刻的普通新聞事件；而易造成創傷壓力之新聞事件特性包括事件本身的嚴重度、記者深入了解新聞故事、與記者關係密切的人成為新聞主角、具情感張力的畫面。最後，個性、性別、路線、職位、電視台定位等變項可能影響記者是否容易面對創傷事件並受創傷壓力所影響。 接著，研究發現記者主要以「自我調適」與「尋求社會支持」兩種方式來應對可能承受的創傷壓力。在自我調適的部分，受訪記者以「娛樂」以及「重新定義生命或工作價值」的方式，來調整自己的狀態。在尋求社會支持的部分，首先，不若國外文獻對同儕支持的全面推崇，國內記者認為同儕支持主要能夠滿足資訊層面，但對同儕支持所提供的情緒支持仍有遲疑，可能與國內新聞圈的競爭激烈有關；第二，記者認為新聞組織能夠、也必須提供全面的物質支持與資訊支持，但由於現今不論是第一線記者或新聞主管，對記者創傷議題仍不熟悉，因此大部分受訪記者對組織是否能提供情緒支持採保留態度；第三，國內電視記者已不排斥尋求專業支持，但這方面的資訊相當缺乏；第四，雖然記者在擔心傷害家人的情況下，對家庭較不提及自身所承受的創傷壓力，但家庭仍提供了記者深層的情緒支持；第五，宗教支持為國內記者能夠舒服地吐露自身壓力的管道，提供了全然的情緒支持，此為國內新聞脈絡較特殊之處。 再者，國內新聞界雖已開始對記者創傷議題開始有初步的認知與作法，但整體的普及度與實行度仍不高。本研究在理解國內情況與參考國外各新聞組織的作法後，對國內新聞界在記者創傷議題可能能夠努力的方向，提出了若干建議。最後，亦在思考研究發現與研究限制後，對未來學術研究提出幾點建議。 / This study investigated trauma experiences of journalists in Taiwan after covering disaster, crime and justice news or interviewing traumatized victims, and how social support mechanism plays a buffering role in their trauma-stress coping. This thesis also explored news rooms’ attention and response toward this issue. This study adapted the semi-structured interview and the grounded theory methodology to analyze in-depth interview data of 13 TV journalists inTaiwan, including script journalists, photojournalists, local journalists and managers. This study found that the interviewed journalists live under physical and mental pressure. Some of those who have covered traumatic news experienced traumatic symptoms, including intrusion, avoidance, and hyperarousal. Although some journalists keep calm when they confront traumatic stress events, we still couldn’t overlook the potential traumatic effect since journalists may suppress their authentic feelings because of peer pressure, sense of honor, or bread and butter. In addition, the interviewed journalists employed “self-adjustment” and “seeking social support” to deal with the traumatic stress. First, the journalists relieved their pressure by means of entertainment, and redefining the value of job and the priorities of life. As for social support, the journalists thought that peer support could satisfy the need of information, but may not necessarily offer fully emotional support because of the flaming competitions between journalists and news organizations. As for news rooms, the journalists asked for tangible support, namely resources and informational support, but were suspicious of the emotional support. Then, this study found that the journalists are willing to seek professional support, but seldom seek support from family because of the worry of horrifying their family members. However, it does not mean that the emotional support from family is not important, and being there is the best support for journalists. Finally, religion support is the main channel from which the journalists could feel safe, peace and calm, which is a unique phenomenon in the Taiwan media settings. In the end, after understanding the Taiwan media situations and consulting the practices of foreign news organizations, this study recommended some suggestions and implications for future studies and news rooms accordingly.

在台灣，由於中學英語課程的設計大都是考試導向，教學過程中幾乎完全著重於語言形式的教導，而忽略語言使用功能的重要性，所以台灣的英語學習者在中學階段很少有機會接受語言功能教學。本研究主要是要調查間接性以及禮貌性這兩個語用功能對於邀請句式選擇的適當性是否有所影響，進而調查語言功能教學對於本國的中學生學習英語的可行性與成效性。 本研究先分析了20位美國人在間接性與禮貌性的考量之下，對邀請句式的選擇為何，以便建立美國文化在這方面的規範。然後，再以此規範，設計一套四個單元的語言功能教學課程。有135位來自台灣北部兩所高中的高一學生接受了這項課程。這兩所學校的基測成績高低不同；每間學校各有兩班學生分別接受以功能為主的教學和以結構為主的教學。 前測及後測的結果顯示語言功能教學有效地改善了台灣學生的語言功能表現。再者，語言形式選擇的適當性的確受制於間接性及禮貌性的宰制。此外，情態策略也被驗証比直接策略及暗示策略要來得困難及複雜許多。又，基測成績較高的學校的學生比基測成績較低的學校的學生在學習語言功能的過程中表現較好。整體而言，實驗結果顯示，對於以英語為外國語的學生而言，語言功能教學是有效的、可行的，也是必須的。 另外，雖然台灣學生較偏好結構為主的教學法，但是本研究發現功能為主的教學法比結構為主的教學法成效較佳。最後，從學生對於本課程的評量得知，雖然學生們覺得語言功能學習法不是很有趣，但是他們大多認為這樣的教學方法對學習英語是有幫助的，而且是重要的。 / EFL learners in Taiwan are hardly taught language functions in high schools since most of the English courses are designed in accordance with the examination-oriented goal, which is far more focused on teaching language form than on teaching language use. The purpose of the present study is to investigate whether indirectness and politeness would influence appropriate linguistic choice for invitation, and to investigate the effectiveness of teaching language functions to high school students in EFL classrooms. In this study, 20 American subjects’ ratings of eight linguistic forms for invitation by indirectness and politeness were analyzed to obtain the American norm, based on which a four-unit program of teaching language functions was designed. 138 senior high school students from two senior high schools in northern Taiwan took a pre-test before receiving the instruction and a post-test afterwards. Two classes from each school received function-based teaching method and structure-based teaching method respectively. The results of the pre-test and the post-test, in comparison with the American norm, indicate that teaching language functions is effective in improving Chinese students’ competence of the functional aspect of English. Next, the test results verify that the appropriate choice of linguistic forms is indeed influenced by politeness and indirectness, although these two functional factors are not in a systematic relationship. Moreover, Modality strategy is found to be more difficult and more complex than Direct strategy and Hinting strategy. In addition, although the students from the school of high BCT scores tend to perform better than those from the school of low BCT scores, students of both schools made significant improvement in learning the concepts of indirectness and politeness. The findings given above imply that teaching language functions to high school students in EFL classrooms is feasible, necessary, and effective. In addition, according to the results of the general evaluations to this teaching program offered by the students and the English teachers involved, although the Taiwanese students showed preference to structure-based method, function-based method is verified to be more effective. In conclusion, the students’ and the teachers’ evaluations of this program indicate that learning language functions may not be interesting, but it is helpful and important to the students.