Every language have some modal expression what express the possibility and necessity, for example there are modal verbs and modal adverbs in English, and modal verbs, modal adverbs and possible complement for Mandarin Chinese. However in Mandarin Chinese, some modal expressions have similar semantic functions, as ¡§¯à(neng)¡¨, ¡§·|(hui)¡¨, ¡§¥i¥H(keyi)¡¨and possible complement, it could cause confusions to the learners. Furthermore, all of these modal expressions could translated as ¡§할 수 있다¡]hal su itda¡^¡¨ in Korean, so Korean learner would feel that is very difficult. Therefore, this study will contrast the modal expressions of Mandarin Chinese and Korean, and contrast novel¡m¶É«°¤§ÅÊ(Love of the beautiful women)¡nin Mandarin Chinese and Korean, try to explain the problems what the Korean learners could have when they acquire the modal expressions in Mandarin Chinese. Palmer¡]1986¡^classify the modality as epistemic modality, deontic modality and dynamic modality. And he classify the deontic modality as permission, obligation and promise, classify the dynamic modality as volition and ability. Hofmann(1993) classify the dynamic modality as ability and capability, and Porter(2009) classify as ability and opportunity. Present paper would accept the classification of Palmer mainly and refer to the classification of Hofmann and Portner, classify the modality as epistemic modality, deontic modality and dynamic modality, the deontic modality include obligation and permission, and the dynamic modality include volition, ability, capability and opportunity. The result of the study, the counterparts of modal expressions in Mandarin Chinese and Korean is very complicated. The ¡§¯à(neng)¡¨, ¡§·|(hui)¡¨, ¡§¥i¥H(keyi)¡¨and possible complement are equivalent to ¡§¡]으¡^ㄹ 수 있다¡]eul su itda¡^¡¨ altogether, but only negation of ¡§¯à(neng)¡¨, ¡§¥i¥H(keyi)¡¨and possible complement are equivalent to the negation of ¡§¡]으¡^ㄹ 수 있다¡]eul su itda¡^¡¨ , it will cause the difficulty of Korean learners.

近年來越來越多人投入華語教學這個領域，然而華語教師的培訓尚未有一統一的規範。過往有許多關於教師發展歷程的研究，顯示教師的初任階段是奠定未來教育生涯的關鍵期。因此本論文以兩位初任的華語教師為個案研究對象，採取質性研究的半結構式訪談，深入了解研究參與者在教學過程中所遇到來自不同方面的困擾以及他們的因應策略，最後提出結論以及相關建議。 研究結果發現初任教師主要的困擾和成因在專業技巧方面是由於經驗的不足所以不熟悉學生的程度，以及無法預測學生於課堂的反應；而社會情緒方面則是由於缺乏自信心，對於自己的表現還不夠肯定；環境組織方面則是由於大環境政策的不友善，使得教師有後顧之憂。 最後根據個案的研究結果歸納出對於華語教師培訓機構、語言中心以及後續研究的建議。 / More and more people are engaging in Teaching Chinese as Second Language these years. There are many studies on teacher’s development which reveal that the beginning phase is the key phase in a teacher’s career. This study aims to understand the problems beginning teachers might encounter and what are their coping strategies by interviewing two cases. The major findings reveal that their problems originate from three aspects: (1) profession technique: lack understanding of students’ level and their reactions in class; classroom climate (2) self-emotion: lack of confidence; skeptical of self (3) working conditions: unstable income and the lack of welfare And their coping strategies are: asking their colleagues, observing other seniors, talking directly with students. At the end of the thesis, suggestions are given to the TCSL teacher training foundations and language center, to help TCSL teachers get through this unstable phase of teaching career.

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.