本論文藉由瞭解在臺學習華語的外籍學生對於兩岸口音的看法，以供臺灣華語教師在教學現場應使用何種口音作為參考。研究對象是臺灣北部某國立大學的華語文教學中心中級班以上的外籍學生。研究方法包含假貌相比測驗法（Matched-Guise technique）、問卷調查和焦點團體訪談三項研究工具，蒐集研究資料，作為分析與討論問題的依據。 經過研究實施與資料分析，歸結研究結果如下：（一）多數外籍學生具有聽辨兩岸口音差異之能力；（二）兩岸口音各有其擁護者；（三）兩岸口音的印象差異，除了在聲母、韻母及聲調，如：捲舌音、輕聲及兒化韻等等的差別以外，說話的語氣，如：聲音的大小、說話的速度、聲音的高低等，也會影響外籍學生對兩岸口音的印象；（四）外籍學生在選擇華語口音時所考慮的要素為「不同學習階段的需求」、「易學」、「當地文化與朋友」、「好聽」以及「較具親和力」等五項因素；（五）本研究的外籍學生認為在現階段應學習臺灣口音的華語，奠立良好的口音基礎，進而拓展聽力寬度，然後再進入多元口音輸出的階段。 最後根據調查結果提出華語教學上的啟發與後續研究建議，以供華語教師、學校行政單位以及教學研究者在兩岸華語口音方面的參考。 / This study aims to investigate how CFL(Chinese as a foreign language) students in Taiwan view the accent of Mandarin Chinese produced by Taiwanese and Mainlanders. The participants of the study are from a university in Taipei city, and they are at intermediate-level and above. The research methods adopted in the study include Matched-Guise technique, questionnaire survey, and focus group interview. The major findings are: (1) Most CFL students have the ability to distinguish the accent of Mandarin Chinese produced by Taiwanese and Mainlanders; (2) the two accents have their own supporters; (3) CFL students’ impressions of the two accents include not only initials, finals and tones, but also volume, speed and pitch. Another interesting finding is that most CFL students in Taiwan want to learn Mandarin with a Taiwanese accent because (1) Taiwanese accent is easier to learn; (2) CFL students in Taiwan want to interact with Taiwanese and learn Taiwanese culture. When CFL students in Taiwan become high intermediate or advanced students, they also wish to be exposed to Mandarin with mainlander’s accent in order to expand their repertoire of the Chinese language. At the end of the thesis, pedagogical implications and suggestions for further research are included.

The syntactic and semantic treatment of Chinese Bare Conditionals is a topic of much debate (Cheng and Huang 1996; Lin 1996; Chierchia 2000). This dissertation investigates the nature of Chinese Bare Conditionals in three aspects: quantification and modal implications as compared to English free relatives with –ever, and pronoun occurrence. With regard to quantification, I propose to treat the anteceding wh-phrase and its anaphoric element (pronoun/wh-word) uniformly as a definite description denoting a maximal plural entity similar to Jacobson (1995). This entity can be an atomic entity resulting in a singular definite reading, or an entity consisting of more than one atom deriving a universal-like reading. Concerning modal implication, I propose to capture the agent’s/speaker’s indifference reading of bare conditionals with von Fintel (2000). Indifference reading in his analysis is interpreted against a counterfactual modal base which predicts a causal link. His analysis is needed for the interpretation of Chinese bare conditionals but may not be applied directly to whatever, given that a causal link is necessarily present in a bare conditional, but not required in an English whatever-sentence. I argue that the use of a pronoun in a bare conditional is not subject to a uniqueness and existence condition as claimed in Lin (1996). Although bare conditionals typically contain two identical wh-words, they may occur naturally with a pronoun that links bare conditionals with other sentences into a piece of coherent discourse. This account bears an important implication for the study of Chinese wh-phrases and third person pronouns in being able to predict the existence of anaphoric definite wh-phrases and bound-variable pronouns in the language. It also improves on existing accounts of Chinese bare conditionals in being able to capture the details of the form and meaning of this construction. Chinese bare conditionals are structurally related to ruguo ‘if’-conditionals and Hindi left-adjoined correlatives and their meaning is similar to, and yet not quite the same as that of whatever. / text

本研究旨在瞭解目前成人華語文教學課堂遊戲設計、規劃與實施的現況，以及成人華語教師對課堂遊戲的看法；調查的內容包括遊戲實施的頻率、目的、優缺點和適用性等。為達成研究目的，本研究採用調查研究法，以調查問卷與焦點團體訪談為研究工具，蒐集研究資料，作為分析與討論問題的依據。本調查研究針對臺北市11所公私立大學校院華語文教學中心之華語教師進行調查，以滾雪球抽樣發出120份調查問卷，回收有效問卷91份，彙整分析調查結果。其後，從表達參與訪談意願的受試華語教師中，隨機選取6位教師進行焦點團體訪談，探討華語教師對成人華語文教學課堂遊戲實施的經驗、想法與意見。 經過研究實施與資料分析，歸結研究結果如下：（一）儘管課堂遊戲並非臺灣成人華語文教學課堂中的主要活動，多數教師仍肯定課堂遊戲應用於成人學生的適用性，並且同意課堂遊戲能有效提升學生的語言能力與學習興趣；課堂遊戲訓練學生的主要語言技能為口說和聽力，確實表現了語言的溝通交際功能；成人學生的華語程度、個性、年齡是主要影響課堂遊戲實施的個別差異。（二）華語教師的「教育程度」會影響其對於「遊戲能否有效提升學生學習興趣」的評估；華語教師在「成人華語文教學以外的教學工作類型」會影響其「設計或規劃課堂遊戲的時間點」。（三）華語教師認為使用課堂遊戲所遭遇的主要問題為「遊戲設計與教具製作費時、缺乏遊戲資料來源」，建議包括同事交換心得、參加教學研習、請學生提供適合的遊戲等；次要問題為「成人學生對課堂遊戲沒興趣、參與意願低」，建議是一旦出現學生不配合的情況，教師應該改變遊戲規則、類型、帶領方式，或是直接結束遊戲。 最後根據調查結果提出相關建議，以供華語教師、學校行政單位以及教學研究者在成人華語文教學課堂遊戲設計、規劃與實施等方面的參考。 / The present study aims to investigate the current situation of classroom games applied in adult Chinese teaching, and teachers’ perspectives toward games used in adult Chinese teaching. A total of 91 teachers of Chinese language center, from universities in Taipei city, responded to a questionnaire designed for this survey. The collected data were analyzed by descriptive statistics and cross analysis. Afterward, six Chinese teachers were chosen randomly to participate in a focus group interview. They discussed their experiences and perception of using games to teach adult Chinese learners. Results of this study show: (1) Games are not the main activity used in adult Chinese teaching, but teachers mostly have positive response toward game-using in teaching adult Chinese learners. (2) Teachers’ different educational backgrounds significantly influence their attitude toward the statement “games teaching would increase students’ learning interest”. Teachers’ teaching experiences also influence significantly the timing of preparing classroom games. (3) The duration of game-preparing, the insufficiency of game material, and adult students are unwilling to participate in those games are the main challenges reported by teachers. Based on the findings of the survey, teaching implications and suggestions for further research are included at the end of the thesis.

Thesis advisor: C. Patrick Proctor / Traditionally strict language separation policies in dual language bilingual education (DLBE) programs reflect parallel monolingualism and have been criticized as failing to recognize the sociolinguistic realities of bilingual students (García & Lin, 2017). To leverage bilingual learners’ full linguistic repertoires as resources, this study explored how Sánchez, García, and Solorza’s (2018) translanguaging allocation policy could be strategically and purposefully designed in a third grade Mandarin/English DLBE classroom where the majority of the students were English-dominant speakers. Taking the form of participatory design research (Bang & Vossoughi, 2016), I (as a researcher) and a Mandarin teacher worked together to co-design translanguaging documentation, translanguaging rings, and translanguaging transformation spaces across different content areas – Chinese Language Arts, Science, and Social Studies. During the process, we also engaged in equitable forms of dialogue and listening to openly discuss, negotiate, and develop our translanguaging co-stance in iterative ways. Data collection included classroom and design meeting recordings, observational field notes, and teacher and students’ artifacts and interviews throughout the school year of 2018-19. Inductive and deductive coding were adopted for data analysis. Findings revealed that translanguaging pedagogies took many shapes based on contextual factors, such as the different pedagogical purposes and curricular demands across content areas. Students were able to develop deeper content understandings, build cross-linguistic connections, and develop their bi/multilingual identities and critical consciousness in those flexible bilingual spaces. Findings also demonstrated that the ideological (re)negotiation between the researcher and the teacher was a bumpy and discursive journey, replete with tensions, confusions, and difficult conversations. Overall, it was a balancing act to create translanguaging spaces while maintaining the language-minoritized (Mandarin) space and privileging students’ use of Mandarin given the societal dominance of English. This study provides implications for new theoretical and pedagogical understandings of translanguaging, and suggests that researcher-teacher collaboration provides a promising way to generate evidence-based, practitioner-informed, and context-appropriate knowledge for DLBE curricular and pedagogical improvements. / Thesis (PhD) — Boston College, 2020. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

The focus of this research study was on the experiences and perceptions of Mandarin Chinese teachers who used technologies and innovative instructional methods to teach second language skills to young learners. The conceptual framework drew on 3 theories: (a) Vygotsky’s sociocultural learning theory, (b) Schӧn’s action theory, and (c) Mishra and Koehler’s technological pedagogical content knowledge (TPACK). The research questions focused on the experiences of early childhood teachers integrating TPACK to teach Mandarin Chinese and how do early childhood teachers perceive the use of instructional methods to teach Mandarin Chinese. Purposeful sampling was used to identify 8 Mandarin Chinese language teachers who taught Mandarin Chinese to students in preschool through 3rd grade. Data were collected through semistructured interviews, a questionnaire centered on TPACK, and a reflective journal entry. The data were analyzed through thematic inductive analysis using cross-case analysis to identify codes, patterns, and emerging themes that explored the teacher’s experiences. The overall findings in this study indicated that teachers experienced positive outcomes integrating technology, pedagogy, and content knowledge in the early childhood language learning classroom. The finding has the potential for social change by increasing technological and instructional resources and materials in early childhood language learning classrooms and providing on-going professional development for Mandarin Chinese language teachers in American schools.

A research project submitted in partial fulfilment of the requirements for the degree of Master of Arts, University of the Witwatersrand, Johannesburg. / This research report examines the way the media framed the introduction of Mandarin to the South African school curriculum, and the relationship between frame sponsors and the frames employed by the media. The dramatic growth of Chinese investment and its related social and political influence in Africa has been greeted by a mixed response. The media has often characterised the relationship in a binary way, as either Chinese imperialism or a developmental relationship. To improve China’s image, the Chinese government has embarked upon a policy of soft power, which extends into influencing educational language policy, to encourage more people to learn Mandarin and understand Chinese culture. To explore the media articulation of the China-South Africa relationship media framing theory was employed. The frame analysis was conducted by analysing the content of 50 articles published in the South African press between March and October 2015. The analysis found three mega-frames: imperialism, globalisation and nationalism. The imperialism and globalisation frames are consistent with other academic and media literature that considers the China-Africa relationship as either colonial or a natural outcome of global market dynamics. The role of frame sponsors and their influence on the framing process was also explored. The majority of frame sponsors were official government, trade union and academic sources, suggesting an elite contestation. Notably absent were Chinese frame sponsors and the views of teachers, parents or learners. Government frame sponsors promoted the globalisation mega-frame while trade union sources promoted the imperialism and nationalism frames. The results suggest that the South African media articulates the China-South Africa relationship using the binary of colonial predator or developmental partner, where a more nuanced reading may prove more fruitful in understanding the dynamics of their relationship. / MT2017

This study integrates three independent subjects-translation theory, Mandarin aspect, and Greek aspect-for the purpose of formulating a working theory applicable to translating the New Testament. Aspect is treated here as a grammatical category-as opposed to Aktionsart-and is described as the locutionary agent's subjective viewpoint expressed morphologically by a verb. The primary objectives are defined in terms of grammatical translation of Greek aspect into Mandarin aspect at the discourse level. However, major Bible translation issues pertaining to lexical, phonological, formal, and functional elements, as well as translating conditional statements and figurative speech, are also considered. A historical overview of the Chinese Bible is provided as a way of introducing major issues related to linguistic, conceptual, and logistical challenges. Porter's tripartite model of aspect in Greek, defined in terms of the binary oppositions [±perfective], and [+imperfective] vs. [+stative], is adopted. Aspect in Mandarin closely resembles that in Greek, except that the privative opposition [±remote] does not exist in Mandarin. Also, unlike the tense-forms in Greek, morphologically expressed aspect morphemes (e.g. -le, IDVCs) are largely optional in Mandarin. Thus, notions of markedness and grounding become pertinent when the 0 morpheme is used instead of morphologically expressed aspect morphemes to translate all five tense-forms in Greek: the more heavily marked disyllabic verbs are preferable in translating the present and imperfect, whereas the less heavily marked monosyllabic verbs are preferable to translate the aorist. The most heavily marked four-character set phrases are utilized to reflect both the stative aspect and discourse function ofthe perfect and pluperfect as frontgrounding tense-forms. It is argued that morphologically expressed perfective and imperfective aspect morphemes are preferable to the 0 morpheme. The more heavily marked two-morpheme aspect compounds (e.g. zai...-zhe) are employed to reflect the foregrounded prominence indicated by the present and imperfect tense-forms. The proposed theory provides the translator with a powerful tool, which is tested in the two sample passages in John 18-19 and 1 Corinthians 15. Provided also are critical reviews of over sixty Chinese Bible versions, Nestorian, Manichaean, Catholic documents, and a translation written according to the proposed theory. / Thesis / Doctor of Philosophy (PhD)

The aim of this study was to develop, digitally record, evaluate, and psychometrically equate a set of Taiwan Mandarin bisyllabic word lists to be used for word recognition testing. Frequently used bisyllabic words were selected and digitally recorded by male and female talkers of Taiwan Mandarin. Twenty normally hearing subjects were presented each word to find the percentage of words which they could correctly recognize. Each word was measured at 10 intensity levels (-5 to 40 dB HL) in increments of 5 dB. Logistic regression was used to include 200 words with the steepest logistic regression slopes in four psychometrically equivalent word lists of 50 words each with eight half-lists of 25 words each. Digital recordings of the psychometrically equivalent bisyllabic word recognition lists are available on compact disc.

The development of digitally recorded speech audiometry materials in Mandarin Chinese has been limited to date. High quality materials proliferate in the English language and have been developed for other languages such as Brazilian Portuguese, Spanish, Japanese, Korean, French, Italian, Polish, and Russian. The aims of this study were to develop, digitally record, evaluate, and equate words and word lists in Mandarin Chinese to use for speech reception threshold testing and for speech discrimination testing. The words that were evaluated were chosen from a Chinese frequency usage dictionary. One native male and one native female talker recorded the words onto a compact disc. These words were then evaluated on 20 normally-hearing subjects, all of whom were natives of mainland China. Following the tests, the words and word lists were analyzed using logistic regression. For speech reception threshold testing, 24 Mandarin Chinese trisyllabic words with steep psychometric function slopes were selected. Their intensities were adjusted to match the mean subject pure-tone average of 3.0 dB HL. The mean slopes for these selected male and female trisyllabic words were 11.3 %/dB and 12.1 %/dB, respectively. For the speech discrimination testing, the 200 bisyllabic words with the steepest logistic regression slopes were divided among four psychometrically equivalent lists of 50 words each and eight half-lists of 25 words each. The intensity of each word list was digitally adjusted so that the threshold of each list was equal to the midpoint between the mean thresholds of the male and female half-lists. All lists were homogeneous with respect to audibility and psychometric function slope. Digital recordings of the psychometrically equivalent word lists are included on a compact disc.

The purpose of this study was to analyze the phonetic production of fricatives across differing word positions and task types. Further knowledge about the fricative production of second language learners of English would potentially improve the ability to teach correct pronunciation and improve the productivity of second language programs. All participants in this study were native speakers of Mandarin Chinese with English as their second language. A total of 12 subjects participated, all of whom had English proficiency ratings ranging from novice to advanced. The speakers were between 21-51 years of age, with each speaker having between 2 to 6 years of experience learning English in their country of origin. Using acoustic and spectral moment analyses, the acoustic nature of four types of fricative productions (/f/, /θ/, /s/, and /ʃ/) were analyzed as a function of linguistic task type and word position. Although a number of measures were found to differ significantly as a function of word position and task type, the majority of statistical analyses were not found to be significant. This lack of significance may be due to the specific methodology used, the speakers atypical voicing patterns, and/or decreased length of sound productions. Findings of this study may indicate that second language learners production of fricatives vary minimally across differing word positions and task types.