This project is intended to take the film To Live, directed by Zhang Yimou, and apply the Electronic Film Review (EFR) approach to it in a Chinese as a Foreign Language (CFL) setting. The Electronic Film Review project, developed by Alan K. Melby, is aimed at providing a superior language learning experience for Americans learning Chinese. Using feature films as a teaching tool has been found to stimulate and motivate students to achieve higher language levels, but in order for optimal learning to occur the material must be challenging yet accessible to the student. Most feature films, by themselves, are too advanced for the average language learner. The EFR approach provides annotations designed specifically for the feature film with the language learner in mind. These annotations can include access to vocabulary helps, grammar and cultural notes in order to bridge the gap between the learner and the film. It does not alter the film itself. This approach has been used with ESL students (English annotations), French language learners, and with Korean ESL learners (Korean annotations), but has not been developed for students learning Chinese. The purpose of this project is not only to apply the technology of the Electronic Film Review program to a Chinese film for the purpose of aiding Chinese language learners, but also to critique whether or not the tool is effective in helping students to gain better listening comprehensions skills and therefore ultimately better language skills. Previous studies have not shown clear results on this issue. This thesis will briefly review what the EFR project is and how it has been used with other films and languages as well as the findings up to this point. Then it will look at the effects of annotations on several aspects of listening comprehension as well as student preferences and reactions. It will then evaluate the results collectively to determine whether students watching the film without the help of EFR annotations show differing levels of listening comprehension achievement when compared with those using the EFR tools. Suggestions will be made for further improvements.

No description available.

This research focuses on the strategies that native English speakers use as they learn to speak and write Chinese vocabulary words in the first year of an elementary Chinese class. The main research question was: what strategies do native English-speaking beginning learners of Chinese use to learn Chinese vocabulary words in their speaking and writing? The study was conducted at a medium-sized comprehensive university in the Southeastern U.S. The study drew from concepts and theories in second language acquisition and psycholinguistic studies. A random sampling of four students was selected in their first year of Chinese study for qualitative analyses. Data were collected from demographic student surveys, reflection papers, interviews, observation and field notes, weekly diary of the students and Strategies Inventory for Language Learning (SILL). The conclusions from this study provide insight as to how students of this demographic approach the challenge of learning Chinese. From this study, a clear picture emerges that students use different strategies to learn Chinese. Some students respond better to sound while others are more visually based learners. However, in this study, students used combinations of audio, visual, and kinesthetic learning techniques. The tonality of spoken Chinese was one of the most difficult skills to master and this aspect of the language frustrated many students. This is a widely recognized problem with Chinese education. Nevertheless, students enjoyed the artistic nature of Chinese characters and for the most part enjoyed writing them. This element can be emphasized in Chinese instruction to motivate students and appeal to visual learners. Similarly, integrating instruction on Chinese culture into language classes made the Elementary Chinese curriculum more appealing to students. Using native Chinese speakers from the local community in the language curriculum, reinforced classroom instruction, made the instruction more relevant, and increased student interest. Encouraging students to attend Chinese cultural events in the community had many of the same positive benefits for students. The motivations for learning revealed in this study are very interesting and support earlier studies of Chinese learners. Personal and profession interests as well as a combination of both these factors were the most commonly cited reasons for learning Chinese. Maintaining proper motivation is a pivotal factor that determines the success of many elementary learners including the students in this study. When students lost their motivation, interest in the curriculum and learning declined as well. Teachers need to be aware of motivations and attempt to foster them in individual students in order to maximize the learning experience. / Ph. D.

This study explores how comprehension strategies, first language (L1), and contextual information affect the comprehension and interpretation of three types of colloquial idioms by Chinese as a second language (L2) learners at an advanced level of proficiency. Three research questions are addressed: (1) to what extent does context affect the comprehension and interpretation of three types of Chinese colloquial idioms, (2) to what extent does the degree of L1–L2 similarity influence the comprehension and interpretation of the Chinese colloquial idioms, and (3) what strategies are employed by the learners in comprehending the Chinese colloquial idioms in isolation and in context, and which strategies contribute to better comprehension of the Chinese colloquial idioms in context. To address these research questions, 30 advanced Chinese L2 learners at a Midwest University participated in the study. They were asked to comprehend 15 unknown colloquial idioms in and out of context. All of the participants were native speakers of English. The 15 target idiomatic phrases differed in terms of the degree of L1–L2 similarity, including 5 matching idioms, 5 partially matching idioms, and 5 non-matching idioms. In the decontextualized condition, the participants were given a list of the target colloquial idioms without contextual information, whereas in the contextualized condition, the target colloquial idioms were embedded in short paragraph context. For both tasks, the individual participants were required to verbalize their thought processes as they arrived at the meanings of the target colloquial idioms. Think-aloud protocols were employed to collect qualitative data. It was discovered that context substantially facilitated the comprehension processes of the target colloquial idioms, especially with respect to the partially matching category. The degree of L1–L2 similarity significantly affected the ease with which the participants understood the Chinese colloquial idioms in the decontextualized and contextualized tasks. In the decontextualized condition, the participants generally adopted a “part-to-whole and literal-to-figurative” approach to interpret the target items, whereas in the contextualized condition, the participants adopted a heuristic method and employed a wide range of strategies (e.g., sentence translation, component words, and background knowledge) to access meaning of the target idioms. Among the strategies identified, semantic processing and pre-existing knowledge were strong predictors of accurate idiom interpretation. Instead of using existing L1 idiom comprehension models to explain the comprehension of idioms in an L2, a tentative model of idiom comprehension was proposed. L2 learners appeared to undergo two stages in comprehending unknown Chinese colloquial idioms: an initial prediction stage and a verification stage.

No description available.

學習語言主要目的為「溝通」及「運用」，如何使學習者習得更貼近母語者的應答習慣是教學者所關心的。研究顯示「圖像」不但可以幫助學習者在閱讀的過程中理解內容，進而延伸思考、融會貫通，更可以激發自我語言表達能力。然而台灣目前使用繪本於教學主要的對象為華裔青年或新移民配偶及其子女為主。因此，本文主要探討如何運用華語繪本於海外成人華語課程。本研究透過大量的文獻回顧探討中英教學中的繪本教學發展、教學理論與教學法、第二語言學習教材與挑選繪本評量標準，以此建立本文之理論架構，同時依據此架構規劃教學設計並執行。除此之外，也根據第二語言教學理論及挑選繪本之標準，建立一套運用於華語課程的繪本選取與評定原則。研究結果顯示繪本運用於成人華語課堂中不僅可以使得課程更加多元化，更可以透過不同的教學素材來延伸教學活動。研究者亦由6T教學法中讓學習者根據6T各項目進行回饋。回饋結果除了在任務及思緒的部分仍需要修正之外，整體來說，學生對於繪本運用於語言課堂有非常正面的看法。然而受到繪本文本詞彙之限制，較多的繪本是適合中級程度以上的學生使用。本研究一共分析了26本繪本，共得出26個主題，主題則以友情、成長、夢想、創意居多。最後參考了許多學術論述之後，制訂了繪本選取評定標準，評定表共分成教學、心理及藝術三個層面來說明，最後共得出50項標準供學界參考。研究者亦於文末提出了未來使用繪本於教學之研究建議。 / The main purpose of learning the language is to communicate and to use it. Therefore, language teacher concern more on how assisting the learners to use the language according to the native speaker’s habits. Research shows that ‘Picture’ can help to improve learner’s ability to understand the content while reading, which can trigger further critical thinking and ultimately mastering the ability to develop their own learning process. However, the use of picture books for teaching Chinese especially in Taiwan nowadays are limited only to the class of overseas Chinese learners, foreign spouses and their children. Hence, the main purpose of this research will be discussing on how to apply the picture book in adult Chinese language course abroad. The method of this research is based on a great amount of literature review on both teaching Chinese and English language using picture books, teaching method theory and pedagogy, second language acquisition material evaluation and criteria on selecting picture book. Afterthen through this framework, the author has planned and implemented the lesson on using picture book in language course. Besides, this research also intend to create an evaluation framework on how to select picture book in Chinese as a second language course. The result has shown using picture book in the adult Chinese language course can create more diverse classroom activates by applying different teaching materials in the class. The author has also conducted an after-class survey to understand learner’s learning condition. Overall, picture book as a class material receives a very positive feedback. Under the vocabulary restriction from the picture book, a lot of picture book is more suitable for intermediate level students only. Apart from above mentioned, this research also analyzed in total 26 picture books, and received 26 themes. The themes include friendship, growth, dream and creativity. Also this research has drawn up the framework of selecting the picture book for Chinese language learning class. This framework achieved in total 47 entries with three aspects, teaching, psychology and artistry. At the end of the research, there’s also suggestion for the further studies.

近年來，隨著高等教育國際化的浪潮，全台各大學無不致力於外籍學生的招收，近年來來台交換學生人數之急遽增加即為一例。而除了專業課程外，華語學習亦為交換生在台生活重要之一環，可幫助其解決生活上之語言困難，亦可使其藉由語言之學習了解中華文化。品質優良且針對性高的華語課程，為吸引交換學生來台之誘因之一，可見華語課程之設計與提供與交換學生之招收息息相關。 基於以上背景，筆者在此研究中藉由問卷調查、訪談及課堂觀察等三種方式蒐集資料，並以某公立大學為對象，將其於99學年度春季期入學且選修華語課程之交換學生進行個案探討，檢視目前交換學生華語學習之情形，目的在於（一）了解交換學生之背景與學習特性，並檢視各項可能影響其華語學習之因素。（二）深入瞭解目前交換生對於華語課程之意見，包括對於教師、教材、教學法及上課內容等。（三）了解行政人員對於交換生華語課程之規劃情形與華語教師在教學中所遇到的困難。（四）藉由以上幾點，分析該校目前華語課程之優缺點，並且提出對未來華語課程之改進建議。 筆者將上述所蒐集之資料進行分析及探討，發現交換生確有與其他類型之外籍學生不同之華語學習特性—其多屬短期且初級之華語學習者，且華語學習多半並非來台交換之主要目的。然而，因目前提供之華語課程設計普遍無法配合交換生之學習需求、交換生本身華語學習之特殊性未被重視及提出討論，以及學校目前缺乏完善的華語課程配套措施等若干原因，導致學生學習動機低落、教師教學困難及學校資源浪費等結果，此現象值得注意。 最後，筆者針對上述之發現，分別對於該校國合處、華語中心及華語教師三方面提供未來可能之改進建議。關於國合處，筆者建議：（一）釐清華語課程之責任歸屬（二）將「華語」及「文化」課程結合（三）華語獎學金配套措施之改善（四）加強學生課外華語接觸機會；關於華語中心，筆者建議：（一）加強對交換生之課程規劃及教材設計（二）設置專任或常任之特別班教師（三）注意特別班程度不齊的問題（四）設立特別班課程評鑑機制；關於華語教師，筆者建議：（一）捨棄以課本為核心的教學（二）聽說為主、讀寫為輔的上課方式（三）實用取向的上課內容（四）上課要求的提高（五）教師間教材的分享與合作（六）善用任務教學法、結合活動教學。本研究之分析與建議，可在目前來台交換生總數急速成長的情形下，提供各大學交換生華語課程改進之參考。

近年來全球華語熱的現象促使許多海外大專院校與產業界紛紛投入華語文數位學習的建設。在科技發達與網路功能不斷地提升，以及網路華語文教材和語文學習網站之發展的趨勢下，本行動研究試著以科技融入華語文教學出發，透過網路進行一對一遠距華語文聽力理解教學，首要探討在一對一聽力學習遠距環境中，三位國別與文化背景不同的華語文學習者的聽力理解學習過程與轉變歷程；其次是要了解教師在網路遠距教學上對這三位學習者的教學轉變歷程；最後是以三位學習者的網路學習經驗與教師的教學歷程，透過網路進行華語文一對一遠距教學，了解遠距華語文教學之設計與教材之選取方面須重視的事項。 本研究主要研究對象為三位身在不同國家，華語為第二語言學習的初級學習者，並採用網路免費華語文教材「一千字說華語」和線上免費平台進行遠距一對一教學。研究方法先以發展聽 力理解教學：研究對象接受二十週的聽力理解課，每次一小時，共計二十堂課。接著透過行動研究法，應用訪談與問卷蒐集三位個案學習者的經驗與感受，佐以教師的教學省思，以深入了解此教學行動。所有聽力理解教學包括問卷調查、學習者回饋、教學省思、訪談資料等紀錄都用來分析本研究教學的實施情況，同時也參考學習者每堂課的前、後測成績做進一步的探究與結論依據。 研究結果顯示，透過一對一遠距教學情境與網路科技資源應用在華語文聽力理解教學中，遠距學習者對網路學習環境、一對一遠距教師之教學、以及網路華語文教材等方面，皆持正面看法與回饋。問卷及訪談結果顯示三位學習者都同意網路一對一教學可以彌補學習者週遭學習環境之不足與困難，同時可以提升學習者華語文學習能力的自信心，進而培養其日後華語文持久的學習動機。本研究能協助網路對外華語文教師了解藉由網路遠距第二語言初級學習者的需要，並提供教學設計參考，作為其開課前的準備，與提升其教學品質與成效。研究成果亦提供對外華語文數位學習教材編寫與製作之回饋與建議。 / In recent years, the phenomenon of the Chinese language learning has driven many overseas tertiary institutions and industries to invest in the construction of digital learning technologies. The trend of technological advancement and network functioning continues to improve as well as online Chinese language resources and language learning websites. This action research attempts to integrate technology into one-on-one tutoring sessions for Chinese listening comprehension through the internet. The first objective of this research is to explore the process of learning and the challenges and experiences the students face via online one-on-one distance learning. Secondly, it is to understand the process and the changes of teaching style toward the students via the internet. Lastly, it is to understand the important aspects of design and selection of Chinese teaching materials through the students' learning experience and the teachers' teaching process. This study focuses on three beginning Chinese learners from different countries and cultural backgrounds and making use of free online teaching materials provided by "Speak Mandarin in One Thousand Words" via a free online platform for distant tutoring sessions. The methodology to develop listening comprehension is that all the students will have a total of twenty classes, with each class lasting for an hour. The research section is based on interviews and questionnaires observing the students' experiences and feelings combined with the teacher's reflections and to gain insight on the teaching actions. The students’ pre-test and post-test score in each class are referred in order to further explore the basis and conclusion. The interviews and records are used to analyze the implementation of the research through teaching. The results of the study show positive opinions and feedback regarding one-on-one distance learning and the teaching methodology with the online Chinese language materials. The questionnaire and interview results show that the students agreed that one-on-one online teaching can compensate the shortcomings of students in a traditional learning environment. This study therefore concludes non-traditional methods of teaching can enhance the confidence in the learner with their ability. Even without a Chinese physical environment, distance teaching can still motivate students to learn Chinese. This research can help teachers to understand student needs via online one-on-one and it could help provide teachers designing the most effective ways of teaching. The research results also provide feedback and suggestions on the preparation and production of Chinese teaching materials.

本研究旨在了解職前華語文教師學習外語的歷程、語言學習信念與教學信念，屬質性個案研究。對象為華語文教學研究所四位台籍研究生，聚焦於外語學習歷程、外語學習信念、外語教學信念三大主軸，以深度訪談作為資料收集方法。訪談內容及範圍主要參考了Horwitz（1985）語言學習信念研究的BALLI 模式以及Johnson（1992）與張碧玲（2000）設計的語言教師教學信念問卷。研究發現包括：（一）不同時期的外語學習經歷對個案職前教師的學習及教學信念起了「學徒式的觀察」、信念的轉變及「濾鏡」等作用。（二）透過對個案的學習及教學信念探討，可以看到信念具有多層次的特質。而其中較整體面向的信念與較個別層次的信念，呈現了相互支持、矛盾等關係。（三）教學信念隨著背後所隱藏的動機不同，不能以因果關係作解釋。（四）個案教師基於不同的學習經歷、學習信念及教學信念，在教學上建構了與社會文化情境相關，同時也具有個人意義的教學理論。最後建議華語文師資教育應提供機會讓職前教師了解自我語言學習及教學信念，以及更多教學實務的機會，以讓他們在教學行動中反思，也在反思中進行教學。華語文教師本身亦可以利用自我的外語學習經驗作為反思的工具，時時保持成長的動機與內省的能力。此外，華語文教師也應對教學現場及環境文化等因素有所知覺，這樣才能促進有效的教學。 / This qualitative case study aims to understand the TCSL ( Teaching Chinese as a Second language ) pre-service teachers’ foreign language learning experience, language learning beliefs, and teaching beliefs. The participants are four Taiwanese postgraduate students from the department of TCSL in a university in northern Taiwan. The study focus on three aspects: foreign language learning experience, language learning beliefs, and teaching beliefs. In-depth interviews are conducted as the data collection method, informed by Horwitz’s (1985) BALLI model as well as Johnson (1992) and Zhang (2000). The findings include that (1) the four pre-service TCSL teachers’ foreign language learning experiences, serving as a filter, afford “apprenticeship of observation” which leads to changes in beliefs, and (2)beliefs are multilayered, involving both supportive and contradictory relationships. (3) Teaching beliefs are not necessarily consistent with each other because of different intentions lying behind. It is difficult to regard them as having a simple cause-and-effect relation. (4) Based on different learning experiences, learning and teaching beliefs, the four pre-service teachers construct their own personal theories toward teaching, which are not only socially relevant but also personally meaningful. Finally, the study suggests that language teacher education needs to provide sufficient opportunities for pre-service teachers to understand their own learning and teaching beliefs. It is also necessary to provide opportunities to engage them in authentic teaching contexts so that they could reflect on their teaching beliefs in real-world pratice. TCSL teachers need to be encouraged to use their own learning experiences as a reflective tool to sustain their passions for teaching.

近年來全球學習華語文蔚為風潮，且隨著資通訊科技和網路快速發展，華語文教學更逐漸向「數位學習」發展。臺灣僑務委員會為提供海外華僑及外籍人士學習華語文，設立「全球華文網」，該網站至2011年為止已突破四千萬的瀏覽人次，使用者眾。本研究即以「全球華文網」為研究個案，旨在探討該網站的優使性，進而歸納網站的優勢和尚待改進之處。希望透過本研究了解華語文教學網站使用者平日需求，及理想的網站應具備哪些功能，對未來建置類似的華語文教學網站時有所助益。 本研究之研究目的可分為以下四項：(一)探討華語文教學網站的內容和網站使用者需求。(二)探討優使性評估定義與優使性測試方法。(三)探討華語文教學網站之優使性及使用者滿意度。(四)分析使用者優使性評估結果，找出網站缺失與改善方向，歸納建議作為未來建置華語教學網站之參考。 本研究採用深度訪談、優使性測試和優使性問卷調查三種研究方式，研究對象為華語文教學學位學程博碩士生及華語文教學學分學程大學生二者。透過實證研究得出以下五點結論：(一)華語文教學課程修習者常使用的網站可分為三類：資料查找、教學輔助、提供相關資訊；(二)使用者使用教學網站通常是任務導向；(三)使用者不滿意「全球華文網」之優使性；(四)「全球華文網」亟待加強網站之分類與名稱、資源整合、檢索功能三者；(五)使用者對「全球華文網」抱持正面且期待的態度。 根據以上結論，本研究也提出建議，希望作為建置類似網站時之參考。首先網站應從使用者的角度出發，思考如何給予最簡單有效的功能，如教學網站在建立前應先釐清建置目的和使用對象，才能進一步提供相對應之資料；網站的選單名稱應易於理解，各項資源應給予簡單說明；教學網站可就使用者之身分不同提供其相對應的使用介面和資源，以上各項功能用以幫助使用者節省摸索網站的時間。此外，網站也應定期進行使用者滿意度調查以及優使性評估，使用者提供的寶貴意見是網站改進的依據，而透過優使性測試，則能夠讓網站建置人員了解使用者操作的實際情形，彌平雙方的認知差距。定期的評鑑能讓網站了解優缺並即時改善和加強功能，以符合使用者的需求。