Articles de revues : « 語文教學 »

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仕俊, 文. « 文化關聯與中文學習興趣 ». Chinese as a Second Language Research 9, n^o 1 (28 avril 2020) : 143–68. http://dx.doi.org/10.1515/caslar-2020-0006.

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志祥, 湯. « 試論馬來西亞華語詞彙系統及華語教學 ». Global Chinese 5, n^o 2 (18 décembre 2019) : 237–53. http://dx.doi.org/10.1515/glochi-2018-0025.

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提要身處東南亞的馬來西亞是眾多華人聚居的國家。在馬來西亞，華人堅持華語（普通話系統）及華文教學已經有兩百多年的光輝歷史。從小學、中學，到大學，華語及華文教學形成了獨立、完整而且系統的 “一條龍” 教學體系。目前馬來西亞華人的年輕一代大都接受過正規的華文教育，能說流利的華語（並使用和內地相同的簡化中文）。無可置疑，馬來西亞華語是全球華語的重要組成部分，馬來西亞華文教學是全球華文教學的一個耀眼的典範。由於馬來西亞是一個多民族的國家，英語、馬來語、華語及泰米爾語構成了當地四大主流語言。而由於幾百年來移居馬來西亞的華人又多來自於中國華南的廣東、福建、海南等省份，因而中國南方的各地方言，包括廣東話（粵語）、福建話（閩南語）、客家話（客語）。海南話（閩語）、潮汕話（閩語）等都在華人各生活地域裡普遍流行或通行。但是經過馬來西亞華人教育及傳媒的不懈努力，當今的華人社區已經逐漸使用華語和正規華文作為華文教育部門和華人社會內部溝通的主要語言，並形成了社會主流。馬來西亞多民族，多語言、多方言的社會現狀，使得當地的華語具有鮮明的地域特點，尤其是其詞彙系統和語法系統，顯示著多語言多方言參雜和普遍語碼轉換的狀況。本文在經歷實地考察以及對比研究的基礎上，試圖探究當今馬來西亞主流華語及華文的詞彙特點，並探討今後馬來西亞華語教學的若干實際問題，力圖提出一些實際、實用且具有實效的對策與建議。

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貞妤, 劉., 陳. 浩然 et 吳. 鑑城. « 人文社會科學語料庫與學術搭配詞檢索系統之建置與專業華語教學 ». Chinese as a Second Language Research 8, n^o 1 (24 avril 2019) : 143–66. http://dx.doi.org/10.1515/caslar-2019-0006.

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提要：有鑑於專業華語的研究與教材仍為不足，本研究基以人文社會科學領域之高頻詞，應用以網路為語料庫的概念，自網頁擷取了約 4 千 3 百萬字之語料建置人文社會科學語料庫，並據此建置學術搭配詞檢索系統，可提供豐富搭配詞資訊與例句為教學與教材編纂所用。與收錄一般語料之中央研究院平衡語料庫相比亦發現，本系統可提供較多學術相關之搭配詞，彰顯此語料庫之學術色彩，亦顯示此種語料庫建置方式有其效用，可應用於未來專業華語之探究。

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Tam, Hugo Wing-Yu. « 印尼華裔中學生繼承語學習動機及其影響因素 [Motivational orientations of secondary school students of Mandarin Chinese as a heritage language in Indonesia] ». Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 54, n^o 2 (31 décembre 2019) : 145–82. http://dx.doi.org/10.1075/csl.18013.tam.

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摘要學生學習動機的研究是當前華語第二語言教學的重要課題。華裔學生的繼承語言學習動機更是華語學習成效的重要關鍵。本研究通過問卷調查了印尼華裔中學生繼承語學習動機的類型，並檢視了不同背景變項對印尼華裔中學生繼承語學習動機類型的影響。研究者親自赴印尼中爪哇省進行華語教學與研究，以前導訪談和繼承語學習動機文獻為基礎，經專家進行題項審閱後，編製了印華雙語版本的「繼承語學習動機量表」。研究以分層叢集比例取樣的方式，向兩所初中和一所高中每級各兩班發出共 310 份問卷，共收回有效問卷174份。透過因素分析歸納出6種動機類型：學習情境、族裔傳承、學習期望、學習情感、綜合型、工具型。總量表Cronbach α = .85，六個分量表的α = .695~.884，顯示此量表的信度品質頗佳。研究分析顯示華裔印尼中學生的繼承語學習動機因性別、學校階段別、族裔語言背景和家族語言背景而有顯著差異。最後，文章結合研究結果提出教學應用與未來研究的具體建議，以期供繼承語教師作參考。

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張瑞菊, 張瑞菊, et 高敬堯高敬堯. « 國小師資職前國語文內容深究教學之增能－以專業成長社群之課室研究為例 ». 師資培育與教師專業發展期刊 16, n^o 3 (décembre 2023) : 001–25. http://dx.doi.org/10.53106/207136492023121603001.

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本研究組成包含師資培育大學國語文教師、國小教師及國小師資生之專業成長社群，依據課室研究（lesson study）的理念，進行國小國語文內容深究教學之共備觀議課。旨在探究此社群以課室研究理念進行共備觀議課對國小師資生國語文內容深究教學之增能，及其實施的歷程與對社群成員的影響。獲得以下結論：一、透過互動、交流及一對一的指導，國小師資生釐清內容深究教學的意涵，了解其教學的問題，增進實施國語文內容深究有效教學的知能；二、專業成長社群以互信的溝通、交流，深化國小師資生對於國語文內容深究教學的理解與運用，啟動內容深究教學知能的精進；三、專業成長社群依據課室研究的理念進行共備觀議課的歷程，結合理論與實務的互補、共學，促進社群成員國語文內容深究教學的啟發與成長；四、以課室研究理念進行共備觀議課，透過彼此交流凝聚共識，再而共同設計、觀察討論教學，師資培育大學國語文教師、國小教師及國小師資生由獲得深化國語文內容深究教學的訊息和知識，而省思教學強化專業知能。研究者依據探究結果提出相關建議，作為師資職前教育及研究之參考。  The Professional Growth Community（PGC）of this research included Chinese teachers at Teacher Education University and elementary school as well as elementary preservice teachers. Based on the concept and the process of lesson study, they collaboratively prepared lessons, observed and debriefed on Chinese content-exploring-teaching. The purpose of the study was to explore how the PGC constructed and practiced the process of collaborative lesson preparation, observation and debriefing, which is based on the concept of lesson study. It also discussed the impact on Chinese content-exploring-teaching competence of elementary preservice teachers and community members. The research findings can be summarized as follows: First, the lesson study process of PGC can effectively bridge theory and practice. Second, the lesson study process of PGC met the learning needs of elementary preservice teachers, activated the learning intelligence, and echoed the assumption of lesson study: Helping teachers to understand how students think and learn new things. Third, collaborative lesson preparation, observation and debriefing of lesson study concept was conducted through professional dialogue, co-design, observation and discussion of teaching. It enabled Chinese teachers at Teacher Education University and elementary school to acquire information and knowledge to deepen Chinese content-exploring-teaching. Subsequently, they reflected on teaching to strengthen their professional competence. Fourth, based on the concept of lesson study, the PGC deepened preservice teachers’ understanding and construction of Chinese content-exploring-teaching knowledge, and enhanced their professional competence of Chinese content-exploring-teaching design and performance. Based on the findings of the research, the researcher puts forward relevant suggestions as a reference for elementary preservice teacher education and research.

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唐根基 et 葉俊傑. « 印尼高校中文專業現狀、問題及發展研究 ». Global Chinese 9, n^o 1 (1 avril 2023) : 159–80. http://dx.doi.org/10.1515/glochi-2023-0005.

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摘要本研究主要探討印尼高校中文專業的現狀、問題及發展，研究資料源于印尼高等教育司官網、文獻、問卷及訪問，使用定性與定量研究法相結合對此進行研究。整體論文框架主要是三個方面進行探討：一、瞭解印尼高校開設中文相關本科專業課程的情況; 二、瞭解印尼高校開設中文相關職業科專業課程的情況; 三、瞭解印尼高校中文教師的學歷及其專業情況。研究發現，印尼 29 所高校開設的 31 個中文專業課程中：一、本科中文專業的課程包括漢語教育本科、中國文學本科、漢語與中國文化本科及漢語言本科，當中開設漢語教育本科專業課程占多數，即有 10 所印尼高校開設此類課程; 二、職業科中文專業的課程包括漢語言職業科、中國語言與文化職業科和商務與職業溝通漢語職業科，當中開設漢語言職業科專業課程占多數，即有 6 所印尼高校開設此類課程; 三、印尼高校中文專業課程教師有 232 位，當中 147 位華人和 85 位非華人， 17 位博士、 212 位碩士、 3 位學士。

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翁一珍, 翁一珍, 茉莉瓊安茉莉瓊安 et 林文川林文川. « 提升臺灣大專學生運動員英語學習動機的新取向 ». 語文與國際研究期刊 27, n^o 27 (juin 2022) : 039–62. http://dx.doi.org/10.53106/181147172022060027003.

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臺灣大專學生運動員英文程度普遍不佳，提升運動員英語學習動機是重要議題，惟文獻中有關非英文母語的學生運動員英語學習動機的研究相當有限。本研究分析18所大學校院51名臺灣學生運動員的英語學習動機，採用混成式研究法，包含量化問卷與質性深度訪談及調查資料。研究發現，雖然大部份學生運動員皆認為英文學習很重要，但英文學習興趣卻不高；英文學習動機模式最主要的是「外在動機」，接著為「內在動機」，最低的是「自我效能」；特別的是，英文學習積極型菁英運動選手的「內在動機」與「自我效能」都顯著高於消極型學生運動員，而兩者在「外在動機」與「學習焦慮」卻無顯著差別。質性分析顯示，英文學習積極型的學生運動員可將其運動競爭精神，轉為英文學習之外在動機與內在動機，成為一種內在動力。本研究證明，相較於「外在動機」，學習者的「內在動機」與「自我效能」兩者的相關性更高，可促進英文學習。因此，我們認為英語教師應該採用新的教學模式，從內部強化學生運動員的英語學習動機；同時，教師可扮演鼓勵學生運動員英語學習的重要角色，提升運動員英文學習的「內在動機」與「自我效能」；最後建議英語教師應該加強運動選手的內在英語學習動機使他們轉變成為積極的英語學習者。  Most Taiwanese student-athletes have trouble developing English as a communication tool; therefore, it is vital to understand their English learning motivation. Research examining non-native English-speaking student-athletes motivation to learn English remains scarce. This study involved 51 elite Taiwanese student-athletes from 18 sports at a national sports training center to help fill this research gap. It employed a mixed-methods approach utilizing quantitative questionnaires, qualitative interviews, and open-ended surveys. Findings revealed that they perceived learning English as necessary; however, their interest in learning English was moderately low. Extrinsic factors were identified as their primary motivation, followed by intrinsic motivation, while they exhibited very low English learning self-efficacy. Active English learners exhibit higher intrinsic motivation and self-efficacy than passive English learners. However, there was no difference in their extrinsic motivation and anxiety levels. When they applied their competitive spirit, active English learners had the potential to transfer extrinsic and intrinsic motivation into an internal drive, which boosted self-efficacy. The present study evidenced that self-efficacy is associated more with intrinsic motivation than extrinsic motivation. Therefore, we urge language teachers to emphasize intrinsic motivation and self-efficacy for student-athletes while transforming them into active English learners.

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蘇紹雯, 蘇紹雯. « NESTs的教學對科技大學EFL學習的影響：質性研究 ». 語文與國際研究期刊 29, n^o 29 (juin 2023) : 047–74. http://dx.doi.org/10.53106/181147172023060029003.

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關於英語為母語的英語教師（簡稱外師）的教學對台灣學生有何影響是值得探討的議題。本研究採用半結構訪談研究方法，收集深入的質性資料，並以紮根理論分析訪談資料。研究對象為在台灣南部的四所科技大學任教之八名外師，以及在本研究期間八名全職非外籍英語教師、12名英語系學生，以獲得多面向的看法。研究結果顯示外師的教學對學生的EFL學習有其好與壞的影響。正面影響包括（1）外師的語言優勢有利於學生的英語學習，尤其是在會話技巧方面；（2）外師教學之特色在於採用活潑的教學方法，例如：有趣的活動，豐富的肢體語言和互動，鼓勵學生以目標語言進行口說及聽力活動；（3）在外師教室中學生發展出文化的意識和/或啟發。負面影響：學生的語言障礙、對外師的誤解、在外師的EFL課堂中無法流暢地回應，最嚴重的是，學生產生學習焦慮及壓力。外師與學生在文化上與期待上具有差異，導致了課堂中進行真正的溝通時遇到困難，有時還會產生緊張關係。學生的雙語和跨文化需求與大多數外師所採取的單一語言或「僅英語」教室政策相左。  The effects of NESTs’ instruction on Taiwanese students are worth investigation. A semi-structured interview study was adopted to collate in-depth qualitative data, along with a grounded theory to analyze the data. The participants included eight NESTs, currently teaching at the time of the survey, from four technological universities in Southern Taiwan, coupled with eight full-time non-NESTs and 12 English major students to gain multiple perspectives. The results demonstrated that NESTs’ instruction had both positive and negative effects on students’ EFL learning. The positive effects included: (1) NESTs’ language edge benefited students’ English learning, especially in conversational skills; (2) active teaching methods were characterized by the NESTs’ delivery, such as fun activities, rich body language, and interaction, which encouraged the students to undertake speaking and listening activities in the target language; (3) the students in NEST classrooms developed cultural awareness. The negative effects were as follows: the students’ language barrier, misunderstanding of the NESTs, inability to respond fluently in the NESTs’ EFL classes, and, most seriously, learning anxiety and stress. Gaps between the NESTs and the students in relation to culture and expectations also resulted in difficulties in real communication in class and sometimes tensions. Students’ bilingual and cross-cultural needs were at odds with the monolingualism or "English only" classroom policy of most of the NESTs.

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李郁錦 et 康茉莉. « 泰國學習者之漢語 “給” 字句偏誤分析 ». Chinese as a Second Language Research 11, n^o 1 (1 mai 2022) : 147–76. http://dx.doi.org/10.1515/caslar-2022-0006.

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提要本文以泰國學生學習漢語「給」字句為例, 探討學習者真實產生之偏誤; 其具體和抽象兼具的語法意義與複雜的用法, 使得「給」字句成為泰國學生學習中主要的難點之一。本文的主要分為二部分: 首先, 針對漢泰二語的「給」字句本體三層次分析及對比。其次, 為克服語料取得的困難及取得足夠的樣本, 採用兩大學習者語料庫: TOCFL 學習者語料庫及 HSK 動態作文語料庫, 從四種偏誤分別剖析。本研究運用語言對比分析法和偏誤分析法及中介語研究, 對漢泰兩種語言中「給」字句進行了多角度、多層面的探究、分析與解讀, 期能幫助教師在課堂上更加了解泰國學生可能產生的中介語現象和學習「給」字句時的需求。

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曾, 金金, 壽惠紀 et 立己黃. « 符合認知理論的多媒體部首教學設計 ». Chinese as a Second Language Research 2, n^o 1 (24 juin 2013) : 89–114. http://dx.doi.org/10.1515/caslar-2013-0024.

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提要由於漢字的內部結構複雜，但部首卻有一定的認知規律可循，因此，部首教學就成為漢字教學導入的一大利器。因此，本研究進行以認知學習理論為基礎的部首多媒體教學設計，考量學習者的認知負擔，以寓教於樂的方式，袪除對漢字的畏懼感，有效建立學習者的部首意識。由於部首對於絕大多數初學漢字的學習者是一個全新的概念建構，我們要從功能類比部首是相當於印歐語系(Indo-European family) 文字的字根 (base word) 概念，是帶有主要語義成分的最小單位。本文統計視聽華語（一）（二）冊教材中的614個生字之部首頻率，再對照常用字頻部首頻率，並參酌黃沛榮 (2001) 從漢字的辨識、書寫與使用三個角度來評估部首的學習價值，綜合列出100個具有優先學習價值的部首，作為多媒體教學設計之主要範疇。規劃出符合五項認知歷程的單元教學，包括：（一）直觀圖形，聯結形符。（二）解構字碼，凝聚概念。（三）鞏固部首位置及組合結構，加強形近辨識。（四）語義彙整，加強義近區辨。（五）綜合運用，融會貫通。

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左榕, 左榕, et 林意雪林意雪. « 運用Lee Shulman教學推理與行動模式分析國小教師國語教學知識之轉化 ». 師資培育與教師專業發展期刊 16, n^o 1 (avril 2023) : 035–73. http://dx.doi.org/10.53106/207136492023041601002.

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國語教學是奠定學生學習的基礎。然因國語教學內容龐雜，學科知識結構不確定，不易體察教學現場的複雜多變和解決教學問題。因此，本研究以Lee Shulman「教學推理與行動模式」為架構，透過互動取向質性研究方式，觀察四位國小教師經由教學轉化，建構學科教學知識 (Pedagogical Content Knowledge, PCK) 歷程。研究者並以個人實踐知識輔佐教師，藉由分析十二則教學案例，建構深化的「國語教學推理與行動模式」，作為檢核國語教學之工具。研究發現如下：一、國語教學須經「教學前教材轉化」、「教學中教法轉化」、「教學後省思」三階段，具循環遞迴 (recursive) 現象。其中的教學前教材轉化是教學推理與行動核心；教師教學重在「學習者」理解，且須隨時反省及改變策略；最後依據個案教學歷程，建構「國語教學推理與行動模式」。二、教師的學科內容知識、教學知識、學生特性知識是建構PCK的關鍵；實踐知識有助於教學轉化；且教學轉化須植基於教師的基礎知識。三、教師先備知識、專家教師介入，及教材、學校文化因素，對教師教學推理與行動皆有影響。四、國語教學轉化須植基於「課文本位」 (textbook-based)。因此建議教師須增強學科內容知識，透過「國語教學推理與行動模式」檢核教學，提升教學轉化能力，建構學科教學知識。  Chinese language arts build the foundation where students consolidate their learning, but, due to the complex contents of its teaching and the yet-to-be-discovered structure of subject knowledge, it is not easy to understand the complex and ever-changing nature of such teaching as well as to solve related teaching problems. In light of that, this qualitative research took an interactive approach to identify and understand four elementary school teachers’ teaching transformation and their construction of pedagogical content knowledge (PCK) by using Lee Shulman’s Model of Pedagogical Reasoning and Action as the theoretical structure. The researcher also provided assistance to the teachers with personal practice knowledge, coming up with twelve cases of their teaching to further facilitate the understanding of “pedagogical reasoning and action model for Chinese language arts teaching” and to evaluate the teaching of this subject. The research findings are as follows. 1. The teaching of Chinese language arts is recursive among three stages - the pre-teaching transformation of teaching materials, the during-teaching transformation of teaching methods, and the post-teaching reflection-among which the first one is the core of pedagogical reasoning and action. All four teachers have properly implemented their knowledge about the learners and were able to reflect and change their strategies at any time in terms of teaching. A “pedagogical reasoning and action model for Chinese language arts teaching” was established in accordance with these teaching cases. 2. The content knowledge, pedagogical knowledge, and knowledge of students’ characteristics possessed by a teacher are extremely crucial in regards to the establishment of their PCK. Practice knowledge did help with teaching transformation whereas the teaching transformation must be based upon the teacher’s basic knowledge. 3. Factors, such as prior knowledge of teachers, the intervention of expert teachers, teaching materials, and school culture, did influence the pedagogical reasoning and action of teachers. 4. The transformation of Chinese language arts teaching must be textbook-based. It isherefor suggested that teachers should enhance subject content knowledge, check their teaching through the “pedagogical reasoning and action model for Chinese language arts teaching” to improve their teaching transformation ability, and construct pedagogical content knowledge.

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林慧茹, 林慧茹. « 反思寫作融入全英語授課：大學閱讀課程中之教學研究 ». 語文與國際研究期刊 27, n^o 27 (juin 2022) : 001–22. http://dx.doi.org/10.53106/181147172022060027001.

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近年來，在學界已有許多探討以英語作為主要授課語言與學生學習成效之文獻與實證研究，但迄今卻仍甚少有學者探究教師在全英語授課時使用之教學策略或教學法對大學生學習之影響。為增進學界及大學教師對於此議題之瞭解，本研究主要探討在全英語授課之閱讀課程中，結合反思寫作作為主要教學策略對於大學生的學習之影響。藉由瞭解來自多元專業背景及不同年級的26名大學生對於全英語授課之課程結合反思寫作作為主要教學策略之看法，一方面可增進學界對於在全英語授課時，結合反思寫作的教學策略與大學生學習之關係的認識與瞭解，另一方面或可協助全英語授課之大學教師將此教學策略運用於班級人數眾多或教授具多元專業背景且學生英語程度不一的大學課程中。  Research on English as the medium of instruction has proliferated in the past decades. To date, few studies have investigated the influence of pedagogical tools used by teachers to foster the learning of college students in EMI contexts. This paper reports preliminary findings from classroom research investigating 26 college students’ perceptions of reflective writing in a general education course taught in English. The participants were enrolled in a reading course at a private university in northern Taiwan. They were of varying English proficiency levels and majoring in different fields. Analyses on their responses to eleven Likert-scale questions and three open-ended questions were conducted. The findings benefit not only students taking EMI courses but also instructors who are teaching a large size class in English and teachers whose classes have students of diverse professions and varying English proficiency levels.

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杜素琴, 杜素琴, et 姚瑤姚瑤. « 第二語言環境下朋輩輔導對英語寫作的影響：以香港為例 ». 語文與國際研究期刊 27, n^o 27 (juin 2022) : 087–108. http://dx.doi.org/10.53106/181147172022060027005.

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在香港高校的全英文教學環境下，學術英語技能對許多學生來說是一個挑戰。因此，學生對英語寫作指導的高需求使得朋輩輔導成為彌補教學資源不足的重要選擇。對朋輩輔導中輔導語言研究（同時使用第一語言L1和第二語言L2）的諸多成果已經為提高學生的英語寫作和溝通能力奠定了堅實的基礎，但用於檢驗朋輩輔導在全英文教學環境（即僅使用 L2）中的輔導效果的實證研究仍然有限。因此，本研究分析了朋輩輔導在一個（英語）寫作諮詢項目中的效果。在全英文教學的大學環境下，這個項目為現有的英語寫作輔導起到了彌補教學資源不足的作用。本研究採用了多重檢核的研究方法，建立了360度監控和評估機制。在項目的各個實施階段，監管其進度和有效性。研究結果表明，朋輩導師在學生和課程教師之間起著關鍵的仲介作用。這表明了該寫作諮詢項目不僅滿足了非英語母語學生對寫作指導的需求，而且促進了朋輩導師的個人整體成長，增強了他們對語言知識的有意義使用。  Academic English skills have been challenging for many students in English-medium universities in Hong Kong. Thus, the high demand for writing assistance has made peer tutoring an essential alternative to make up for the inadequate teaching resources. Extensive research on the language use (using both first language L1 and second language L2) in peer tutoring has laid a solid foundation in improving English writing and communication skills, yet limited empirical studies are available to examine the effects of peer tutoring in an English-medium (L2 only) context. The present study analyzes the effects of a writing consultation project to complement the existing English writing support services offered on English-medium university campuses. The study employs a triangulated approach in which a 360-degree monitoring and evaluation mechanism was set up to regulate the progress and effectiveness of the project at different implementation stages. Findings demonstrate that peer tutors play a key intermediary role between tutees and course teachers, suggesting that the project not only met the writing needs of non-native English-speaking students, but also fostered tutors’ whole personal growth and enhanced the meaningful use of their linguistic knowledge.

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黃淑妙, 黃淑妙. « 「日語學習網站與資料彙整」之建構與應用 ». 台灣應用日語研究 29, n^o 29 (juin 2022) : 137–60. http://dx.doi.org/10.53106/199875792022060029006.

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由於新型冠狀病毒(COVID-19)的影響，從 2020 年開始出現因隔離、檢疫或預防等衍生停課情形，為使弦歌不輟，利用網際網路的遠距線上教學，已被教育主管機關承認並大量運用，俾便無法出席的師生能教學互動。爰此，為讓學生能在遠端上課能有效率取得自學資源，經嘗試將學生平常使用的網站、我們已開發的系統與日本大學使用的網站，綜整成「日語學習網站與資料彙整」（簡稱 JeLD），以線上數位學習方式作為輔助，也可用於研究學習效果的參考。「日語學習網站與資料彙整」目前收錄已達 70 餘個網站，概分為 12 種。本稿除介紹其在本校的試用結果之外，也將利用其中的 AI 人工智慧，分析收錄在語料庫及文庫的「台灣日語學習者語料庫」（CTLJ）、學習網站的「以 CTLJ 為本之日語線上數位學習教材」的同題作文，比較本地學習者與日語母語者所寫的作文特徵差異，作為日後強化教學參考。  Due to the impact of Covid-19, distance education has been approved by the Ministry of Education and implemented all over the country as an alternative during the pandemic. In order to provide for this new situation in which students’ self-study is deemed to increase exponentially, we have tried to create a databank, Japanese e-Learning Website and Data Collection (JeLD). The collection consists of over 70 databases, repositories and academic and educational sources selected from students’ most visited websites. JeLD aims to increase the efficiency of online data collection from educational media sources, Japanese language systems and academic websites used by universities in Japan. This paper aims to show the results of the application of JeLD in NCKU and of the AI analysis of essays collected from corpus and e-Learning website in JeLD, e.g. the corpus of Taiwanese learner of Japanese (CTLJ) and Japanese e-Learning based on CTLJ. Furthermore, the latter helps improve teaching methods by comparing different characteristics of writing between native Japanese and non-natives.

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鍾羽雯, 鍾羽雯, et 詹惠雪詹惠雪. « CLIL教學運用在國小四年級數學科的行動研究 ». 師資培育與教師專業發展期刊 17, n^o 1 (mars 2024) : 029–68. http://dx.doi.org/10.53106/207136492024031701002.

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行政院通過雙語國家政策後，許多縣市選擇CLIL為主要雙語教學模式，本研究透過教學行動研究反思與修正的歷程，建構可行的數學CLIL教學模式。研究者設計角度及三角形兩個幾何單元的教學，於110年10月6日至28日在國小四年級實施，蒐集室觀察紀錄、訪談、文件資料、省思札記、中、英語單元成就測驗等資料，進行綜合分析。本研究主要發現如下：1. CLIL的學習情境可視學生需求提供中文輔助，課堂融入70%的英語，並採異質分組促進同儕溝通互動。2. 課程設計可依學科內容設計不同難度的操作活動與統整型的素養任務。3. 教學實施可調整數學教科書活動安排，將相同數學概念整併，規劃符合CLIL內容和語言循環的教學活動。4. 學習評量在課堂中著重英語聽和說形成性評量，課堂最後回到中文數學課本習題檢核數學概念。5. 全班學生數學表現穩定，未因CLIL教學影響學習成效，但部分學生會受到英語單字、句型閱讀能力影響數學答題表現。  After the Executive Yuan passed “Bilingual Nation 2030”, many county(city) governments chose CLIL as the primary bilingual teaching model. This study constructed the practicable CLIL mathematics teaching model through the process of reflection and revision of the teaching action research. I designed two geometry units in angles and triangles, which were implemented in the fourth grade of elementary school from October 6 to 28, 110. I collected classroom observations, interviews, documents, personal journals and achievement tests in Chinese and English for comprehensive analysis. The following findings are presented: 1. CLIL learning contexts can provide Chinese according to students’ needs, integrate 70% of English into the classroom, and arrange heterogeneous groupings to promote peer communication and interaction. 2. Curriculum design can arrange hands-on activities and integrated literacy assignments with different levels of difficulty according to the subject content. 3. Teaching implementation can adjust the arrangement of mathematics textbook activities, integrate the same mathematical concepts, and plan by the CLIL content and language cycle. 4. Learning assessment focuses on English listening and speaking formative assessment in the classroom, and finally returns to the Chinese mathematics textbook exercises to check mathematical concepts. 5. All students’ performance in mathematics was stable and not affected by the CLIL instruction, but some students’ performance in mathematics was affected by their ability to read English words and sentences.

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Chen, Meng-Ying, Miao-Ling Hsieh et One-Soon Her. « 台灣閩南語分類詞之檢驗 ». Language and Linguistics / 語言暨語言學 21, n^o 3 (16 juin 2020) : 375–407. http://dx.doi.org/10.1075/lali.00065.che.

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抽象近年來台灣閩南語（以下簡稱台語）的研究逐漸受到重視，量詞相關的研究不少，然而專門針對台語分類詞的研究相對稀少，主要的原因可能在於分類詞的定義不清，導致各家看法不一，甚或略而不談，連帶影響分類詞的教學。本文以Her & Hsieh (2010)和Her (2012)對於漢語分類詞與量詞所提出語意和語法測試作為基礎，界定台語分類詞範疇，並重新檢驗歷年文獻所提出的台語分類詞或量詞語料，建立83 個分類詞清單，其中65 個為分類詞，18 個為分類詞與量詞兼具，此清單可以與台灣華語的分類詞清單做比較（如：Her & Lai (2012)），作為台語分類詞研究與教學之參考。

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安德魯, 安德魯, 林文川林文川 et Robert Godwin-Jones Robert Godwin-Jones. « 擁抱新常態：英語教室中的線上跨國合作教學 ». 語文與國際研究期刊 27, n^o 27 (juin 2022) : 063–86. http://dx.doi.org/10.53106/181147172022060027004.

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透過電腦媒介溝通的跨國合作學習，已經成為學習外語學生發展跨文化溝通知能的流行取向。諸多社會文化學習理論均支持來自不同文化背景的同儕互動，可以增進跨文化知識與理解。因此，來自台灣以及美國大學的教學研究者，進行一項線上跨國合作研究專案來提升學生跨文化溝通知能。討論題目包含跨文化間的比較以及相關議題討論。討論議題雖由教學者提供，學生卻能透過網路科技自發性地主導彼此間的討論。研究資料包含學生討論錄音記錄、反思日誌、訪談與問卷。在線上跨國合作研究期間，參與研究學生釐清了來自對互動同儕社會文化背景的刻板印象，他們也同時重新檢視自身環境文化脈絡如何形塑並影響自己的社會偏見。本研究能提供未來以英文為外語的教學如何結合線上跨文化暨跨國合作的參考，並且瞭解此種創新混成教學如何提升學生的跨文化意識。  Telecollaboration, a type of computer-mediated communication, has recently emerged as a popular approach to developing intercultural communicative competence amongst foreign language students. Various sociocultural learning theories support the notion that interactions between peers of different backgrounds may expedite intercultural familiarity and understanding. Thus, instructors at two universities in Taiwan and the USA cooperated on a project to develop students’ intercultural communicative competence by having them engage in online telecollaborations. Instructors prepared topics of discussion that could highlight cultural comparisons and prompt discussion. While instructors supplied a foundation for discourse, the students autonomously led their discussions through their personal interactions utilizing modern digital technology. Data collection included typed transcripts of discussions, reflection logs, interviews, and questionnaires. Over the course of the telecollaborations, participants clarified their stereotypes of expected sociocultural norms of their interlocutors, and they re-examined how their cultural moorings have shaped and influenced their social biases. This study may provide insights into how intercultural telecollaborations can be used and refined in future EFL pedagogy and to what extent educators can expect an increase in their learners’ intercultural awareness.

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坂本裕子, 坂本裕子, et 郭碧蘭郭碧蘭. « 試論日語教材開發之要素—以高階工學背景之初級日語學習者為對象— ». 台灣應用日語研究 33, n^o 33 (juin 2024) : 063–94. http://dx.doi.org/10.53106/199875792024060033003.

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本文主要針對以中文為母語的日語學習者，特別是具有工學背景專業人士所需之日語教材進行提案。本研究有別於既有日語教材的不同之處，在於使其保有他們本身具有先進知識和技能的專業人士之主體性的同時，即使藉由初階日語，亦能進行高度有效溝通。冀望從日語教育的角度為台日兩國的科學技術發展做出貢獻。援此，我們特別聚焦於目前台日先進技術中最受矚目的資訊科技相關研究人員的日語習得狀況，藉由學習筆記分析和訪談調查，試圖瞭解其所面臨之問題所在。並同時透過相關日語教材調查分析，探討本研究所提教材開發之必要性及意義。研究結果顯示，(1)日常生活和研究情境所需的日語、(2)實驗室特定的對話主題和談話模式、(3)理解日語母語者的語言行為模式、以及(4)具實用性之面授教材是為有效。因此，在此基礎上，本研究提出了教材開發的可能面向。今後，我們將更進一步以此研究成果為基礎，具體探究日語會話的實際用法並著手開發日語教材。  The purpose of this paper is to discuss basic Japanese language teaching materials that enable professional engineer in Taiwan and Japan to learn the Japanese language appropriate for them while preserving their identity as engineers and researchers with advanced knowledge and skills. Based on learners’ notebook analysis and interview, the study examines teaching materials for basic Japanese conversation. Our results indicated that the possibility of developing teaching materials consisting of 1) Japanese language required in daily life and research situations, 2) laboratory-specific conversation topics and discourse, 3) understanding of the linguistic behavior patterns of native Japanese speakers, and 4) practical face-toface teaching materials. However, further studies are needed to confirm the significance of these findings.

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陳瑋, 陳瑋. « 新時期大學社會責任在法語教學中的融入與思考 ». 語文與國際研究期刊 28, n^o 28 (décembre 2022) : 021–32. http://dx.doi.org/10.53106/181147172022120028002.

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21世紀大學社會責任旨在為〝整個社會的可持續發展〞做出貢獻。新時期教書育人的理念重視對人長久能力的培養，可以包括：人格修養、批判性分析與創造性思維、富有同理心和文明互鑒的人文精神、從不同角度考察社會問題、多方位理解和看待日益全球化和技術化的當今世界等。近幾年以大學社會責任為宗旨的北京外國語大學二外法語教學實踐，從傳授知識、答疑解惑、課題反思、教學設計等多方面融入立德樹人、知行合一的教育理念，因勢利導、潛移默化地培養學生的社會責任意識和互鑒共賞的文化素養，增強其批判性分析和多維思考能力，激發他們服務社會、貢獻社會的學習熱情。從學習態度、學習成績、關心國內國際大事、熱心公益、積極投身社會活動與實踐等諸方面來看，學生品質整體水準在不斷提高。本文將結合筆者法語教學實踐的案例和體會，探討如何將大學社會責任融入法語教學過程，培養符合社會可持續發展需要的優秀畢業生。  The university social responsibility in the 21st century aims to contribute to the "sustainable development of the entire society". As a developed concept of imparting knowledge and educating people, the philosophy of education in the new era attaches great importance to the cultivation of long-term abilities of people, including: personality cultivation, critical analysis and creative thinking, empathy and spirit of mutual learning among civilizations, examining social issues from different angles, as well as multi-faceted understanding and looking at the increasingly globalized and technological world today. In recent years, the teaching practice of French as a second foreign language at Beijing Foreign Studies University, which aims at the social responsibility of the university, incorporates the educational concept of cultivating morality and integrating knowledge and action from many aspects in order to subtly cultivate students’ awareness of social responsibility and cultural literacy of mutual appreciation, enhance their critical analysis and multi-dimensional thinking ability, and stimulate their enthusiasm for learning to serve and contribute to the society. From the perspective of learning attitude, academic performance, concern for domestic and international events, and active participation in social welfare activities and practices, the overall quality of students is constantly improving. With some cases and experience in the author’s French teaching practice, this article tries to discuss how to integrate university social responsibility into the French teaching process, so as to foster excellence in students who meet the needs of sustainable social development.

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蕭亦翔, 蕭亦翔. « 灣生作家的抒情詩畫──萬波教其人、作品以及時代酷兒華語語系未來主義 ». 臺灣文學研究集刊 28, n^o 28 (août 2022) : 063–98. http://dx.doi.org/10.53106/181856492022080028003.

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"萬波教（マンナミオシエ，1918年1月10日─1997年12月1日）畢業於臺北高等學校、臺北帝國大學文政學部，後任職於臺北第二師範學校等。在日治時期作為一位《四季》派抒情詩人活躍於臺灣文壇。在美術成就上，曾入選第一回臺灣總督府美術展覽會，並為多本期刊繪製封面與插圖，是位文學、藝術、教育三棲的文化人。引揚後，持續作為一位師長指導學生進行文藝創作，而後投入公務體制之中，跟隨相葉有流創作俳句。萬波教作為過往少被關注的在臺日人作家，其創作數量以及當時參與團體皆有一定代表性，因此本文欲以萬波教為討論中心，自萬波教的出生為起始，至晚年撰寫俳句獲得「有流賞」為終。以報紙、同人誌、學籍資料、名簿等第一手資料作為研究材料，詳盡梳理萬波教的生平、作品，以及其時代意義。最後，本文不僅作為一篇作家研究，更期望將萬波教置於「在臺日人作家」、「臺灣─日本」引揚文學的脈絡之下。重新補足日治時期臺灣文學史上，少被審視的區塊，並且重新給予萬波教新的歷史定位以及評價。「酷兒未來」議題的機會。本文則藉著分析電影《大佛普拉斯》，試圖鼓勵臺灣研究介入這種未來主義的論述舞臺。片中庶民角色宛如本土歷史活化石「羅漢腳」，同時體現三種落差：中產異性戀男人與羅漢腳的情欲落差、國語使用者與臺語使用者之間的語言落差、手機使用者與科技邊緣人之間的數位落差。這些落差，未必意味這部片無法達到未來主義的預設標準，反而揭發所謂標準的侷限。這部片值得納入酷兒研究，並不是因為它是「酷兒電影」或「同志電影」，也不是因為羅漢腳等於同性戀者，而是因為它暴露出酷兒研究比較少關注的生命樣態：傾向社群（公）而不傾向個人主義（私）的羅漢腳。  MANNAMI OSHIE (萬波教，1918.1.10 - 1997.12.1) graduated from Taihoku High School and Taihoku Imperial University, and later worked at Taihoku Second Normal School. During the Japanese Colonial period, he was active in Taiwan Literature Field as a lyric poet of “SHIKI（四季）”. In terms of artistic achievements, he was selected for the first Taiwan Governor-General’s Art Exhibition to paint covers and illustrations for many periodicals. After returning Japan, he continued to guide students in literature and arts, joined the public service system, and followed Aiba Yuryu(相葉有流) to write Haiku(俳句). A Japanese writer in Taiwan receiving little attention in the past, MANNAMI OSHIE was representative because of his creations and participation at that time. This article focuses on the discussion of MANNAMI OSHIE, delineating his life journey from birth to the receiving of “youliu reward(有流賞) ”for writing haiku in his later years. This article employs first-hand materials including newspapers, doujinshi(同人誌), student registration materials, and name lists, trying to articulate MANNAMI OSHIE’s life and works. Finally, this article also aims to place MANNAMI OSHIE under the context of“Japanese writers in Taiwan”and “Taiwan-Japan”HIKIAGE literature(引揚文學), in hope to make up for the less examined areas in the history of Taiwanese literature during the Japanese colonial period and give MANNAMI OSHIE a new historical evaluation.

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葉淑華, 葉淑華. « 日語教育中人性化的嘗試 —以會話課為例— ». 台灣應用日語研究 29, n^o 29 (juin 2022) : 087–106. http://dx.doi.org/10.53106/199875792022060029004.

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全球化的趨勢之下，人與人之間的互動更加頻繁，因此要與外國人順利溝通交流，除了必須具備外語能力之外，更必須具有跨文化的溝通能力。 N1 合格者中甚至有不少人認為因為對他人理解不足，覺得彼此意見溝通困難；也就是在使用日語了解上出現了障礙。這肇因於在學校的日語教育大多著重於「要教學生什麼？如何教學生」，因此日語教育並無發揮人格養成的功能。（細川 2010；高橋 2012；当作 2018）。拙稿說明語言教育改革中常被忽略的人格養成議題，並以此為人格養成為目標設計課程，探討並分析語言課程中融入人格養成教學時學生所產生的變化。研究結果發現學生重新對於時間管理以及對台日在時間看法的異同有更進一步的認識;而且依據課程活動習得自我身分的認同，以及自他文化的理解；這些對於學生人格的養成、視野的擴大、事物的看法都會有所幫助。  Under the trend of globalization, people interact with each other more frequently. Therefore, in order to communicate with foreigners smoothly, it is necessary to have foreign language skills and cross-cultural communication skills. Many of those who passed the N1 said they found it difficult to communicate with each other due to lack of understanding. In other words, they had trouble understanding Japanese. This is because most of the Japanese education in school focuses on “what to teach students and how to teach students”, The Japanese education does not play the role of personality cultivation. Therefore, in recent years, some scholars began to propose new Japanese teaching style of personality development (hosogawa,2010；takahashi,2012； tousaku,2018). In this study, we first explain the issue of personality development in language education, design a curriculum with the goal of personality development, and analyze the changes produced by students. The results of the study revealed that students had a new understanding of time management and the similarities and differences in the perception of time in Taiwan and Japan. The students also learn self-identity and self-understanding of other cultures through the course activities. These are important for the development of students’ personality.

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Hwang, Jung-Hui. « 對韓國留學生的漢語教學.文字篇 ». Chinese Language Education and Research 4 (30 novembre 2006) : 89. http://dx.doi.org/10.24285/cler.2006.11.4.89.

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林琦穠, 林琦穠. « 命題•閱卷•範本•教學－107年度會考寫作測驗六級分樣卷分析 ». 國文經緯 18, n^o 18 (juillet 2022) : 137–54. http://dx.doi.org/10.53106/221845462022070018009.

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本文將藉由對於107年國中教育會考寫作題目、閱卷者選出的六級分範文，以及閱卷者評語進行質性分析，來探討出題方向及題幹敘述對於考生在題目的進路思考、詮釋方向以及詮釋空間的影響。透過對於會考中心所公布該年度的十篇樣卷進行總覽分析，以及樣卷一的細部分析，推測閱卷者是否具有在形式上或內容上的審美偏好，又這樣的偏好是否會形成一個寫作傾向或甚是模組，對於教師的寫作教學實踐上產生什麼意義與啟發。最後，對於學生、教師以及出題者三方提出相關建議，以祈在學生的寫作意願，教師的教學技巧，及出題者的命題考量等方面能有所裨益。

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蕭, 惠貞, et 安琪梁. « 提升隱喻意識對二語詞彙學習和記憶存留之探究 ». Chinese as a Second Language Research 7, n^o 1 (25 avril 2018) : 141–70. http://dx.doi.org/10.1515/caslar-2018-0006.

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提要本文旨在探討若呈現隱喻映射原則，顯示展現詞彙之相關理據，藉此提升二語學習者之隱喻意識於詞彙學習，此輔助方式對於其戰爭類商業詞語學習及記憶留存之效應為何？我們以「商場如戰場」（BUSINESS IS WAR）映射原則為主題，選取十個常見高頻戰爭類相關之商業隱喻詞語為內容，調查了 31 名日籍中級以上之華語學習者。實驗組接受隱喻映射圖指導，透過連結「來源域（戰爭）」與「目標域（商業）」之對應關係，學習相關隱喻詞彙，控制組則以一般詞解和例句學習詞語，其後進行即時後測、及一週後之延時後測。結果發現：(1) 實驗組即時後測之整體詞彙學習成效明顯優於控制組（M=8.34 vs. 7.57, t(29)=2.07, p=0.024），此情況同樣見於延時後測（M=8.53 vs. 7.50, t(29)=2.24, p=0.017）； (2) 即時後測中，實驗組文意理解表現顯著較佳（M=7.19 vs. 6.40, t(29)=1.87, p=0.036）；(3)實驗組於即時後測的隱喻動詞整體表現較好，兩組達顯著差異（M=5.00 vs. 4.30, t(29)=2.76, p=0.01），而未曾教授之隱喻名詞表現則相約。

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邱怡靜, 邱怡靜, et 安德魯安德魯. « 透過ARCS全英教學模式提升奧運選手運動英語口說自信 ». 語文與國際研究期刊 29, n^o 29 (juin 2023) : 025–46. http://dx.doi.org/10.53106/181147172023060029002.

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在高度需要使用英文的國際賽事中，台灣選手面對英文媒體時缺乏自信心與自我肯定。因語言挑戰與政治因素，這方面實證之研究較少。故此，本研究採文化相關教學法與認知行為動機理論，針對92名選手大專生探索ARCS模式在疫情期間之英文學習中導入運動英文與奧運相關課程，以 ARCS 對專注於東京奧選手體育英語的培訓內在動機與英文自信。為此，本研究採用混合研究方法：量化資料含英語口筆測試前測和後測、ARCS問卷和質性之個人訪談。結果顯示，選手最初對英語口語的自信心偏低，經過體育對話練習，與媒體問答，在後測時英語口語分數顯著提高，最終呈現較高自信，並具有高度注意力，體育相關性、英語口語自信心、和對英語滿意度。口說英語的信心，有賴做好與媒體接觸的準備，並和本地英文榜樣操練體育對話，藉由文化回應模式培養口說能力。在疫情期間英文課程頻繁混合線上搭配實體進行，但運動員學習者更喜歡面對面學習英語。本研究發現將可提供未來相關研究的啟示與建議。  With the high demand for English in international sporting competitions, Taiwanese athletes face the dilemma of low confidence and low self-esteem when interacting with the international media. Due to the language difficulties and political challenges, studies lack empirical English research on English competence and confidence levels for the Chinese Taipei Olympic athletes. The following study investigated the impact of the cognitive-behavioral motivational model of Attention Relevance Confidence Satisfaction (ARCS) with Culturally Responsive Teaching (CRT) on 92 athletic students as they attempted to make Sports English learning relevant to their sports training. The researchers strived to maximize their intrinsic motivation and create culturally responsive professional material to aid their language acquisition in an English Mediated Instruction (EMI) course. The ARCS interventions during the Covid-19 pandemic ushered in a hybrid learning environment by focusing on training for Tokyo Olympics sports English. To this end, a mixed research methodology was adopted: the research methods included pretest and posttest English proficiency tests, ARCS questionnaires, and individual interviews. The results demonstrated significantly improved English-speaking confidence and scores, positive English learning motivation in attention, relevance, confidence and satisfaction. The level of English-speaking confidence is to aid cognitive readiness in media and sports conversations with role models and patterns. The Hybrid teaching mode was carried out frequently, but face-to-face learning was preferred by the language learners. Implications and recommendations for future research are provided based on the findings of the study.

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張鳳蘭, 張鳳蘭. « 英文程度不同的學生對TILT教學法的反應 ». 英語文暨口筆譯學集刊 19, n^o 1 (janvier 2021) : 021–48. http://dx.doi.org/10.53106/199891482021011901002.

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本文旨在探討英文程度不同的學生對TILT (Translation and Interpreting in Language Teaching) 教學法的反應，研究材料採用了日本關西大學外國語學部的線上口譯訓練課程，以台灣中部某大學應用英語碩士班15名學生為對象進行實驗，實驗方法是受試者在跟述線上教材一次之後，立即錄下記得的內容作為基準 (baseline)，接下來依序透過跟述 (shadowing) 朗讀 (reading aloud) 和聽寫重構 (dictogloss) 三個方法共進行20分鐘左右的練習，最後受試者再根據老師提供的關鍵字錄下dictogloss的產出，本研究共選出英文程度進階、中階、與初階各三人進行音檔的細部分析。 與基準做對照，英語程度進階與中階的受試者的產出在內容完整性和句型結構兩個層面都有非常明顯的效果，唯一有困難的族群是英語程度初階而且文法底子偏弱的受試者。在問卷和訪談中，這個族群的受試者也表示肯定這一套TILT訓練法的實用性，秉持i+1的選材原則，如果長期訓練，英語程度的提升是可以期待的。  This study aims to examine how learners of different English proficiency levels respond to TILT (Translation and Interpreting in Language Teaching). Fifteen students from the Graduate Program of Applied English at a university in central-Taiwan participated in the experiment which employed the online interpreting e-learning courseware of Kansai University, Japan. After the participants shadowed the online audio file once, they immediately recorded the content they recalled as a baseline. Next, they practiced in sequence the online text through shadowing, reading aloud and dictogloss for approximately a total of 20 minutes. Finally, participants recorded their reproduction of the online text based on the keywords provided by the experimenter. The recordings of nine participants were selected for an in-depth analysis. Three of them had basic English proficiency, three intermediate, and three advanced. Compared with the baselines, the output of participants with advanced and intermediate English proficiency demonstrated positive training effects in terms of content covered and sentence structure. The only group with difficulties is those with basic English proficiency and rudimentary grammar. However, these participants still expressed affirmation of the practicality of TILT in the questionnaire and interview. With longer-term training upholding the principle of i+1 in material selection, improvement in English could be expected.

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劉顯親, 劉顯親, et 許喬毓 Hsien-Chin Liou. « 透過手機學習英文雙字動詞之探究：練習及接觸因素之影響 ». 語文與國際研究期刊 29, n^o 29 (juin 2023) : 001–24. http://dx.doi.org/10.53106/181147172023060029001.

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本研究使用混合研究法，招募大學生參與以了解手機輔助英文雙字動詞片語之學習。我們使用手機上Quizlet軟體及設計為期五週的課外練習活動，並從語料研究之詞義使用頻率選擇目標片語，含 37 個動詞片語（有50 個單義及多辭義）。我們施以前後測及延遲後測以評估學生在選擇和填充題的表現(代表片語辨識及生成知識也含單義及多義)。我們選出九位學生進行三次訪談以了解他們如何自接觸英文中學得片語。研究發現學生後測顯著優於前測，並能於延遲後測上保持，填充題成績高於選擇題。問卷顯示學生對Quizlet練習大致滿意，各接觸因素當中僅詞彙能力和片語表現相關性高。數位世代的大學生多半接觸數位文本及媒體以學習英文。我們最後對教師以及研究學者提出建言。  To understand how cell-phones help the learning of English phrasal verbs (PVs), the study adopted a mixed-methods approach and recruited college students as participants. We designed 5-week treatment using smartphone Quizlet as out-of-class exercises. The treatment included 37 PVs (50 meanings with either single-sense or polysemy), which were selected from a corpus-based list of meaning frequency. To assess the treatment effect, 50 multiple-choice (MC, receptive PV knowledge) and 50 gap-filling items (GF, productive knowledge) were designed as pre-posttest assessment tasks including a delayed posttest. The MC and GF items also contained single-sense and polysemous PV questions. Nine selected students based on their vocabulary levels were interviewed three times after the treatment over an academic year. The results showed that, after the Quizlet practice, students improved their productive and receptive PV knowledge significantly--more on the productive component, and maintained the effects two weeks later. Questionnaire responses indicate that students showed the positive attitude toward the designed PV practice. Among various factors for PV knowledge exposure, only students’ vocabulary level showed a strong influence. Being digital natives, our learners favored digital means or texts for English learning of phrasal verbs and out-of-class exposure. Pedagogical implications and future research are suggested.

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林珊妏, 林珊妏. « 《超性學要》論「邪魔」之罪與惡研究—與中文版《神學大全》比對為主 ». 國立彰化師範大學文學院學報 29, n^o 29 (mai 2024) : 027–48. http://dx.doi.org/10.53106/230597612024050029002.

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明清來華的耶穌會士利類思（Lodovico Buglio, 1606-1682），將聖多瑪斯‧阿奎那（St. Thomas Aquinas，1225－1274）神學鉅著《神學大全》（Summa Theologica）之部分內容，譯述以成《超性學要》一書。近代學者以拉丁文為主、多國語言（德、法、西、義、英）為輔，遵照原有編排體例，完成《神學大全》套書。觀察此部中文版《神學大全》，既對《超性學要》文句有所遵循，又對原典經義進行更多的內容譯述。因此針對兩書相同單元對比參看，既能呈現不同時代的阿奎那學理思想之譯述樣貌，又屬阿奎那神哲學思想之雙重解讀。本文藉由《超性學要》《神學大全》兩書論魔鬼與人罪與惡內容，比較用語文句及概念表現之異同，詮釋不同時代的教義傳達，呈顯阿奎那的哲理精神，作為魔鬼系列研究之延續。再者，藉由中西惡之比較，分析中西文化衝突交融下的傳教策略與文本譯述現象。  dynasties, Jesuit Lodovico Buglio brought St. Thomas Aquinas’ monumental work, Summa Theologica, to China, translating parts into Chaoxingxueyao. Modern scholars predominantly rely on Latin texts and utilize multiple languages (German, French, Spanish, Italian, English) to complete the Summa Theologica according to the original orchestration. Examining the Chinese version of Summa Theologica, one can find abundant references to the Chaoxingxueyao translation. Comparing corresponding chapters in both books reveals the evolution of Aquinas’ theories through different eras and offers a dual foundation for interpreting his theological thoughts. This paper compares the written texts of the devil and human sin in Chaoxingxueyao and Summa Theologica. The author aims to unveil Aquinas’ philosophical reflections on the devil and human evil by analyzing language usage, sentence structures, and topics, thereby contributing to the comprehensive study of devil-related themes. Additionally, by conducting a comparative analysis of the depictions of devils in Chinese and Western cultures, it is hoped to shed light on the missionary strategies and the phenomenon of text translation in the context of Chinese and Western cultural integration.

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檢校裕朗, 檢校裕朗. « 繫活與SNA交流學習實踐研究會之創立及運營成效 ». 台灣應用日語研究 31, n^o 31 (juin 2023) : 069–94. http://dx.doi.org/10.53106/199875792023060031004.

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筆者於2019年3月1日在韓國全國性規模之專業學會「韓國日語教育學會」中，史無前例地成為首位非韓國人之學會會長。然而，被稱之為「戰後最惡劣的日韓關係」的狀況中，大規模的示威運動與相關活動的中止等，以及伴隨著新型冠狀病毒的疫情而陷入兩大逆境。抱持著「轉禍為福」的信念，身為一位日本人會長將會面臨何種挑戰，又會發現何種成效與啟示呢？正如檢校（2021）的研究，一言以蔽之，即是「連繫的日語教育」之重要性以及其影響力。筆者將此相關活動稱之為「繋活(つなかつ)」並推動之。 2021年4月，不僅創立了SNA交流學習實踐研究會(SNA-COIL)，並與韓國日語教育學會簽訂MOU，更是加入韓國日語教育網路（NET-JEK）。SNA-COIL為了透過媒合系統與更多的教育現場鏈結，與首爾日本文化交流中心合作推動交流學習。此外，舉辦SNA的交流・專題導向式學習之研究發表的線上交流會，支持韓國以外的日語教育研究會活動之推動。  The author overcame history and became the first non-Korean president of KAJE, a nationwide professional society in Korea, on March 1, 2019. However, the situation has been called "the worst postwar relationship between Japan and Korea," and the two countries have faced two major headwinds along with the Corona disaster, including demonstrations and the cancellation of related events. In the spirit of "turning a disaster into a blessing," what challenges did the Japanese chairman take on and what results and insights did he find? In a nutshell, it is the importance and power of "Japanese language education of connection. The author promotes these activities under the name of "Tsunakatsu. SNA-COIL has been conducting study group activities to support Japanese language education over Korea by presenting research on SNA-based learning and holding online exchange meetings for matching.

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FAN, Ruiping. « 導論 : 生命倫理與文化自覺 ». International Journal of Chinese & ; Comparative Philosophy of Medicine 12, n^o 2 (1 janvier 2014) : 1–8. http://dx.doi.org/10.24112/ijccpm.121559.

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LANGUAGE NOTE | Document text in Chinese生命倫理學同文化的關係是一個複雜的問題。顯然，文化有不同的定義，人們有不同的理解；每一種文化都通過具體的語言、藝術、物品和技術來表達、傳達、發展和轉化。然而，人們有理由相信，文化的核心其實是人們所持的信念、態度和習俗的總和；正是這些不同的觀念及其實踐，把世界上的人群分屬為不同的文化，諸如基督教文化、自由主義文化、儒家文化，等等。儘管文化也可以粗略分為較大的文化（如“中華文化”）、或者細分為較小的文化（如“儒家文化”），但其負載一套價值觀念以及體現在一定的實踐活動中的本質，則是相同的。由此說來，每位學者都不免帶有雙重身份。一重是學術身份，由所研究的對象來決定，如自然科學家，社會科學家，人文學家，等等。在這種意義上，研究生命倫理學的學者當然是生命倫理學家（我這裡所說的“家”並非專指“大學者”而言）。另一重則是文化身份，由學者所持的價值觀念來決定：如基督教學者、世俗的自由主義學者、儒家學者，等等。相對而言，自然科學家的學術身份與文化身份較易分開。例如，我們讀一篇分子生物學論文，大概無法（也沒有必要）察覺作者的基督徒身份。但就生命倫理學研究而言，學者的兩重身份則是很難分得清楚的，因為生命倫理學的問題本身以及對於它們的分析、判斷和解決方案，都負荷著明顯的價值觀念。想要撇開自己的價值觀念來論述一套生命倫理，大概只會雲遮霧罩、不知所云。也就是說，生命倫理學研究是無法同文化脫了關係的，因為處於文化核心地帶的東西正是價值觀念。DOWNLOAD HISTORY | This article has been downloaded 35 times in Digital Commons before migrating into this platform.

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許秀霞, 許秀霞. « 從大意與主旨的教學談核心素養的呼應－D. Griffiths學術立場的轉變及其在教育行政學之蘊義 ». 臺東大學教育學報 34, n^o 1 (juin 2023) : 001–28. http://dx.doi.org/10.53106/102711202023063401001.

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「核心素養」是12年課程綱要的重要內涵，係指一個人為適應現在生活及面對未來挑戰，所應具備的知識、能力與態度；特別強調學習不宜以學科知識及技能為限，而應關注學習與生活的結合，透過實踐力行而彰顯學習者的全人發展。語文領域是重要的基礎學科，課文不僅多出自於名家之手，詞句優美、內容豐贍，可供學童學習語言知識；同時包羅萬象的生活情境，更是學童「適應現在生活及面對未來挑戰」的「最好預演」。如能在語文教學時，注意提取大意、歸納主旨之教學，以文章情境旨意呼應核心素養，在具備問題與挑戰的模擬情境之下，協助學童認知、技能與情意綜合表現，對學生核心素養之養成，必有極大助益。國小階段學童正值學習閱讀之階段，進行「摘取大意」時，宜以「一般性的摘要」、「提取式的摘要」為主。讓學生們先熟悉文章內容，再經由老師的逐步引導，慢慢找出重要的句子，並且將之串聯成為流利的短文，讓學童成為作者的「代言人」，濃縮文章精華，以呈現並學習作者之筆觸與風格。提取文章主旨時，則應加以類推，符合學童生活情境，如此既能呼應核心素養的精神，也能讓學生對文章更有感。  ""Core literacy"" is an important connotation of the 12-year syllabus. It refers to the knowledge, ability and attitude that a person should have in order to adapt to the current life and face future challenges. It is especially emphasized that learning should not be limited to subject knowledge and skills, but should be Pay attention to the combination of learning and life, and demonstrate the whole-person development of learners through practice. The field of Chinese is an important basic subject. The texts are not only written by famous experts, but also have beautiful words and sentences and rich content, which can be used for students to learn language knowledge; at the same time, the all-encompassing life situation is the best way for students to ""adapt to the current life and face future challenges"". ""Best preview"". If you can pay attention to the teaching of extracting general ideas and summarizing the main ideas in Chinese teaching, and use the context and purpose of the article to echo the core literacy, and in the simulated situation with problems and challenges, assist students in the comprehensive performance of cognition, skills, and emotions, and have a positive impact on the core literacy of students. Cultivation will be of great help. Elementary school children are at the stage of learning to read, so when doing ""grabbing the general idea"", it is advisable to focus on ""general summaries"" and ""extractive summaries"". Let the students familiarize themselves with the content of the article, and then gradually find out the important sentences through the teacher’s step-by-step guidance, and connect them into a fluent essay, let the students become the ""spokesperson"" of the author, concentrate the essence of the article, and present and learn from the author The touch and style. When extracting the subject of the article, it should be analogized to suit the life situation of the school children, so that it can not only echo the spirit of the core literacy, but also make the students more sensitive to the article.

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莊, 初昇, et 廣美大島. « 早期天主教客家方言文獻的方言歸屬地問題 ». Bulletin of Chinese Linguistics 14, n^o 2 (15 décembre 2021) : 222–37. http://dx.doi.org/10.1163/2405478x-01402008.

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摘要摘要：19世紀40年代末之後陸續進入中國客家地區傳教的天主教修會有法國巴黎外方傳教會和美國瑪利諾外方傳教會。巴黎外方傳教會於1850年到梅縣傳教，此後所編寫和出版的客家方言文獻主要有《客法詞典》（1901/1926）和《客家社會生活對話》（1937）；美國瑪利諾外方傳教會於1925年進入粵東嘉應地區傳教，隨後編寫和出版了《客話導論》（1926）和《客話讀本》（1948/1952）。此前學界有關《客法詞典》的研究成果較多，對上述其他文獻也有所涉獵，基本上都認為它們所記錄的客家方言屬於梅縣話。本文對上述文獻進一步進行梳理，並在田野調查的基礎上結合兩個修會的傳教歷史以及文獻作者的傳教經歷，對過往主流的“梅縣說”提出質疑，明確提出天主教客家方言文獻的語言特點具有一定的混雜性，但主體特徵與粵東平遠、蕉嶺一帶的客家方言更為接近的觀點。

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蔡雅薰, 蔡雅薰, et 張孟義 Ya-Hsun Tsai. « IB華語文國際教師師資培育之發展：以國立臺灣師範大學華語文教學為例 ». 教育研究月刊 345, n^o 345 (janvier 2023) : 047–64. http://dx.doi.org/10.53106/168063602023010345004.

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Xu (許全勝), Quansheng. « On Mì ‘Honey’ (說 “蜜”) ». Bulletin of Chinese Linguistics 9, n^o 2 (22 juin 2016) : 242–49. http://dx.doi.org/10.1163/2405478x-00902005.

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It has been known for nearly 100 years (since Polivanov 1916) that the Chinese word for ‘honey’ is most likely to be of Indo-European origin (probably via Tocharian B): Chin. mì 【蜜】 ‘honey’ < mc mjit < oc *mit (Baxter and Sagart 2014) Toch. B mit ‘honey’ < PToch. *m’ət- < pie *medhu-. The Chinese word can also be compared with Skt. madhu, Gr. μεθυ (methu)/μεθη (methē), ocs. medŭ, Lith. midùs/medùs, oe. meodu, ohg. metu, Ger. met, and Eng. mead. The present article will focus on mi ‘honey’ and fēng 蠭 ‘bee’ in ancient Chinese books and unearthed texts. It is deduced that honey was probably introduced into China before the 1st millennium b.c. “蜜”[mì ‘honey’< mc mjit < oc *mit] （Baxter and Sagart 2014）是極少數有確切證據源于印歐語的漢語外來詞，它可能即源自吐火羅語B（即龜茲語）的mit。一個世紀以前，俄國語言學家Polivanov（1916）已撰文證明“蜜”可追溯到原始印歐語*medhu。這個詞還可與梵語madhu（蜜，蜂蜜酒）、希臘語μεθυ（methu，葡萄酒）/μεθη（methē，烈性酒）、古教堂斯拉夫語medŭ（蜜）、立陶宛語midùs/medùs（蜜）、古英語meodu（蜂蜜酒）、古高地德語metu（蜂蜜酒）、德語met（蜂蜜酒）、英語mead（蜂蜜酒）比較。 1 本文重新檢討古典文獻及出土文獻中所見的“蜜”字和“蠭”字，推測蜂蜜很可能在西元前一千年之前已傳入中國。(This article is in Chinese.)

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林孟煒, 林孟煒, et 洪志成 Meng-Wei Mavise Lin. « 通識英文兼任教師之微觀政治策略與利益 ». 教育研究學報 56, n^o 1 (avril 2022) : 051–84. http://dx.doi.org/10.53106/199044282022045601003.

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台灣一般大學及技職校院通識英文課程多仰賴兼任教師授課，而教師回應課程管理制度要求呈現質量化教學成果，所採取之教學因應策略是否能維持專業取向仍少有論述。研究用建制俗民誌設計大綱，訪談六位在十三所大學語言中心任教通識英文兼任教師，藉微觀政治視角分析其回應管理之策略。發現：(1)面對各校差異要求，兼任教師採取「配合」或「力求表現」策略，力求表現指教師利用話術或利益交換，說服學生呈現更多成果。(2)相對專任，兼任教師多保持沉默，不讓管理單位感到困擾。(3)採取力求表現策略之動機，來自文化認同利益與自我專業認同利益：文化認同利益改變師生溝通、班級經營及輔導方式，而自我專業認同利益讓其在多變教學環境中自我強化。  Teaching of General English courses at universities and at universities of science and technology in Taiwan relies heavily on part-time instructors. The strategies undertaken by part-time instructors of General English in response to course management regulations affect their teaching practice. The study participants were six part-time General English instructors teaching at 13 university language centers. This study applied the institutional ethnography approach to designing interview guidelines and analyzed the interaction strategies applied by the instructors in response to the language centers’ requirements from the micropolitics perspective. The following was discovered: 1) Most of the educators “went along” with distinct requirements, whereas some chose to “be noticed” and used strategies, such as sales talk or quid pro quo negotiation, to improve student outcomes. (2) The part-time instructors tended to “keep silent” and were careful to “not cause any trouble” even when they found the requirements to be unrealistic. 3) The “being noticed” strategy was associated with cultural-ideological and professional identity interests. Cultural-ideological interests influence the instructor–student interactions, class management, and tutoring strategies. Professional identity interests enable them to think positively and help students in alternative ways when they encounter a frequent change in the teaching context.

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梁右典, 梁右典. « 國際學校國文課的雙語教學：IB課程之實踐 ». 師友雙月刊 636, n^o 636 (décembre 2022) : 094–99. http://dx.doi.org/10.53106/266336712022120636018.

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許麗芳, 許麗芳. « 唐通事教材對於古典小說與善書之接受：以江戶時期（1603-1867）《鬧裡鬧》、《唐話長短拾話》、《唐通事心得》為中心 ». 中正漢學研究 32, n^o 32 (décembre 2018) : 089–118. http://dx.doi.org/10.53106/2306036020181200320004.

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本論文分析日本江戶時期（1603-1867）唐通事教材對古典小說與善書之接受現象。當時的唐通事教材具有明顯的口語特徵與通俗內涵，此實與古典小說與善書關係密切。既有研究已關注其中語音或敘事現象等，本文則於既有基礎上，分析《鬧裡鬧》、《唐話長短拾話》、《唐通事心得》對於中國筆記小說、話本小說與章回小說之承襲與相關意義，分析範圍包括唐通事教材沿襲白話小說之口語特徵、對文言或白話小說情節剪裁改寫之敘事現象，並藉以傳輸的庶民倫理關懷，以及所觸及的有關小說與善書之互動內涵，本文關注這些敘事形式與價值觀點之承襲與唐通事學養之關聯，藉由相關比對分析，以期理解透過傳播與模擬，文學文本在異國的接受現象與可能意涵。  This paper examines how Japanese Tangtongshi（唐通事）textbooks which are characterized by colloquial language and values of civilians receive Chinese classical novels. Critics have indicated colloquialism in Tangtongshi textbooks, and this paper continues the discussion by analyzing three textbooks for the Tangtongshi: Naun Li Naun（鬧裡鬧）,Tang Hua Chang Duan Shi Hua（唐話長短拾話）and Tang Tong Shi Hsing Der （唐通事心得）. This paper investigates how they receive and inherit Chinese classical novels: they rewrite the narrative of classical novels and deliver the values of civilians. This paper also examines the relationship among the classical novels, Tangtongshi materials and Shanshu（善書common books used to moralize civilians）, expecting to show how Japan’s Tangtongshi materials use Chinese classical novels in an international context where Chinese books introduced to Japan influence how Japan’s Tangtongshi textbooks are written.

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ZHANG, Ellen Y. « 導言 ». International Journal of Chinese & ; Comparative Philosophy of Medicine 9, n^o 2 (1 janvier 2011) : 1–10. http://dx.doi.org/10.24112/ijccpm.91502.

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LANGUAGE NOTE | Document text in Chinese當代中國生命倫理學面臨三大困境和挑戰：一是中國倫理學的總體理論議題，即當代中國人應該如何反思自身文化身份和整合倫理價值，並在此基礎上與西方倫理學對話；二是生命倫理學的具體理論議題，即傳統倫理學如何面對由於現代科學技術所產生的新問題；三是當代中國生命倫理學的實踐議題，即生命倫理學如何引導當局實踐“中國醫藥衞生體制改革”以解決目前諸多問題，並制定與之相關的政府政策。本期所刊登的六篇文章皆與上述三大困境和挑戰相關，其中五篇曾於今年暑期，在香港浸會大學應用倫理學研究中心舉辦的第六屆“建構中國生命倫理學”研討會上宣讀。研討會上，論文作者與來自美國萊斯大學(Rice University)的恩格爾哈特教授(H. Tristram Engelhardt, Jr.)就生命倫理學的一些具體問題進行了深入交流和爭論，特別是如何理解在中國文化的語境中探討當代生命倫理學與醫療科技的關係。DOWNLOAD HISTORY | This article has been downloaded 59 times in Digital Commons before migrating into this platform.

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梅瑞明, 梅瑞明. « 道家對法語作家的影響—論道家思想在法語文學中的接受度 ». 語文與國際研究期刊 28, n^o 28 (décembre 2022) : 093–106. http://dx.doi.org/10.53106/181147172022120028006.

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對於多數法語系國家的人來說，遠東地區的重要學說如道家思想，很難嚴謹地被理解。大部份寫過此主題的法語作家都侷限於嘗試將道家與在法國或是歐洲文化中既有的文化元素來作比較。自從啟蒙運動以來，法國傾向給亞洲東北地區貼上「儒家」的標籤，然而這個做法似乎流於簡化。相較於儒家和佛教，道家思想的知名度小，相關研究亦少，這是因為道家常被視為一種神秘且難以理解的文化。本文致力於探究道家在法國的接受度，以及法國學者（作家、詩人、旅行家、哲學家、民族學家、漢學家等）如何看待和詮釋道家思想。本文以法國和歐洲近代道家相關著作中所呈現的多樣且變動的表徵為本，進行跨文化研究。我們從中可以看到道家思想重新被創造:有時是非理性的或反啟蒙的；有時是基督教的姊妹宗教；有時被認為是不道德的或主張消極的，或甚至因其反物質主義或泛神論的反消費主義而受到推崇。道家也被視為是對永恆回歸學說的期待，就像新時代的神祕主義，一種作為後現代主義的精神力量或是作為重新關注自身肉體的源泉。  For most French/Francophones, the great Far Eastern doctrines, such as Taoism, are difficult to grasp rigorously. Most French-language authors who have written on the subject have generally confined themselves to trying to compare the Taoist doctrine with pre-existing elements of culture in French or European culture. Since the Enlightenment, France has often tended to label the northeast area of Asia as "Confucian". This is probably a bit of a simplification. Unlike Confucianism or Buddhism, Taoism is generally less known and less often mentioned. It is that Taoism often appears as a mysterious and difficult culture to grasp. It therefore seems interesting to study the reception of Taoism in France and the way in which French scholars (writers, poets, travelers, philosophers, ethnologists, sinologists, etc.) have received and interpreted this doctrine (religious and philosophical). This article necessarily implies an intercultural reflection, based on the study of the diverse and changing representations that have arisen in the recent history of writings on Taoism in France and Europe. This is how certain receptions showed real recreations of Taoism: a Taoism sometimes irrational or anti-enlightenment doctrine, sometimes religion sister of the Christian religion, sometimes considered immoral or advocating passivity, or even praised for its anti-materialism or its pantheistic anti-consumerism. Taoism was also seen as an anticipation of the doctrines of the eternal return, as a new-age mysticism, as a resource for post-modernism or as a source of renewed attention to the body.

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黃彬茹, 黃彬茹. « 融入新媒體的法語教學實務 - 1 ». 語文與國際研究期刊 30, n^o 30 (décembre 2023) : 071–88. http://dx.doi.org/10.53106/181147172023120030005.

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在現今數位化的世界裡，新媒體在日常生活中無處不在，也改變了人們的閱讀習慣與方式。面對數位世代的學生，行動裝置（智慧手機、平板電腦）的使用，仍然是課堂上的一個棘手問題。然而，在我們看來，螢幕對學習者的影響並非絕對負面。因此，研究將著重於數位科技工具不僅可以應用在學習上，同時也能激發學生的學習動機。隨著新媒體的快速發展，手機應用程式（app）的下載和使用，似乎也是學習的一種趨勢。探索應用程式在法語教學中的影響對我們而言至關重要。本論文將藉由 2018 年至 2023 年期間針對此項主題所做的教學經驗，分析所獲得之成果。並將以學習者的心得反思，運用具體實例來探勘不同的法語教學實務。  In a digitalized, connected world, new media are omnipresent in everyday life. The arrival of new ways of reading has also transformed our cultural habits. Faced with a generation that is "dropping out", the use of screens (smartphone, tablet) remains a thorny issue in the classroom. However, it seems to us that the impact of screens on learners is far from absolutely harmful. How can we make learners aware of the need to use digital tools responsibly? Our study will highlight the role of screens not only as learning tools, but also as learning motivators. With the increased use of new media, the exponential development of applications installed in a mobile phone also appears to be a trend in learning. It therefore seems essential to us to examine the place of applications in the teaching of French. In the second part, we will show the results of research carried out from 2018 to 2023. Further reflections will also be carried out on the possibilities open to the use of new media. The study will finally be illustrated using concrete examples, focusing in particular on the reflections of our learners.

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郭毓芳, 郭毓芳. « 導入自文化於日語學習中之初探 ―透過「觀光日語」的實踐活動― ». 台灣應用日語研究 28, n^o 28 (décembre 2021) : 033–52. http://dx.doi.org/10.53106/199875792021120028002.

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本論文是探討台灣中部某所大學開設之「觀光日語」課程改革的實踐報告。本課程的課程設計理念是，學習者可以透過此門課程培養自身理解台灣和日本之間存在的社會和文化的差異。具體而言，於課程中導入台灣在地的題材，讓學習者完成各個在地題材為主題的課題。 課程的實踐成果以問卷調查和口頭表現測驗進行評估。問卷調查的問題以異文化理解為主軸設計的內容，各個問題滿分 5 分的問卷調查以記述統計的統計方式進行統計，其結果為「4.1」以上的平均點，由此得知學習者對於異文化有高度的理解。亦由此結果得知，本實踐活動達成課程目標之一的「培養異文化的學習能力和教養」。 其次，由口頭表現測驗的結果得知，有學習者履修此門課程後，其單字的發音變得正確，其口頭表現使用的語彙和句型數量有所增加，語彙和句型的使用亦比修課前呈現更多元的變化。此結果亦達成課程的另一個課程目標「口頭能力表現的進步」。今後將持續進行導入台灣的自文化和在地題材為主題的課程改革。  This paper discusses the evaluation and revision of a "Travel Japanese" course taught in a university in central Taiwan. The course was designed to develop learners’ capability to understand the cultural and social differences between Taiwan and Japan. In particular, the course incorporates local Taiwanese themes for topics as learners complete lesson tasks. The course results were measured through post-class questionnaires, which surveyed understanding about different cultures on a five-point scale, and oral performance tests. The results of the questionnaires showed average of 4.1 points, indicating a high degree of understanding about other cultures. Therefore, the course can be thought to have accomplished the goal of "cultivating learning and understanding of different cultures." In addition, the test results for the oral performance tests indicated that through the course learners improved in pronunciation and increased both their vocabulary and the diversity of the sentence patterns they used. Thus, results indicated that the second course goal of "improving oral performance" was also met. The author will continue to implement the self-culture approach and local elements of Taiwan into the course.

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施列庭, 施列庭. « 智慧手機應用於重音指導之嘗試 ». 台灣應用日語研究 31, n^o 31 (juin 2023) : 043–68. http://dx.doi.org/10.53106/199875792023060031003.

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在現今智慧手機使用普及的時代，本研究著眼於台灣日語學習者的重音學習問題與需求，開發了一套可適用於智慧手機的重音輔助學習系統。透過教室教學與學生課後自主學習的混合式學習型態，驗證這套系統是否能對學習者的重音學習產生正面的影響。經過一個學期的教學實踐後，分析學生的學習履歷以及進行問卷調查。結果顯示學生的重音學習前後的成績出現顯著差異。此外透過因素分析從問卷調查的結果抽取出三個重要因素。最後以文字探勘的手法分析，學生的自由記述內容，也顯示出不同性別與學習時間的學生，對於重音學習有不同的看法，整體而言學生對這樣的學習方式有很高的滿意度。  As the use of smartphones becomes increasingly common in our daily lives, this study focuses on the accent-related learning problems and needs of Japanese learners in Taiwan, and develops an accent learning support system. Based on the blended learning style of in-class and after-class autonomous learning, the study examines the effectiveness of the proposed system in assisting accent learning. After one semester of experimentation, students’ learning records were analyzed and a questionnaire was administered, revealing a statistically significant difference in scores between pre- and post-learning of accent. Furthermore, three major factors were extracted through factor analysis. Finally, text-mining was employed to analyze students’ written feedback, revealing that students’ attitudes toward learning Japanese accent differed based on their gender and length of learning. The study also demonstrated that students were highly satisfied with the proposed blended learning style.

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Wing-Yu Tam, Hugo. « 「是」字句和「是……的」句的教學語法 : 以九套國際學校中文教材為例 ». Global Chinese 7, n^o 2 (1 septembre 2021) : 143–57. http://dx.doi.org/10.1515/glochi-2021-2007.

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Abstract Due to the economic growth in East and Southeast Asia, the global interest in teaching and learning Asian languages has been continually increasing in the past two decades. More and more international schools are offering Asian languages as elective second/foreign languages to adolescent learners, such as Arabic, modern Chinese (Cantonese/Mandarin), Japanese, and Malay. Since 2008, the most common grammatical mistake, shi (literally to be) had been highlighted by the Cambridge Assessment every single year in the IGCSE Mandarin (0547) examiner reports. This paper reviews the literature of the functions and the error patterns of copula verb shi and “shi…de” construction, then investigates how the textbooks describe the grammatical usages and sequence the different functions of shi for young learners. Based on the qualitative research findings, this study proposes suggestions for improving the description of grammar items in Mandarin textbooks, and illustrates the classroom activities and teaching strategies for parts of speech in the international school context. This research has implications for second language acquisition, pedagogical grammar, and teacher education for IGCSE Mandarin.

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陳玟樺, 陳玟樺, et 劉美慧 Wen-Hua Chen. « 芬蘭一所國際文憑組織中學英語教師多元文化議題融入教學設計之探究 ». 教育學刊 60, n^o 60 (juin 2023) : 001–49. http://dx.doi.org/10.53106/156335272023060060001.

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張金蘭, 張金蘭. « 國民小學師資培育「國音及說話」課程內容與實施現況分析 ». 師資培育與教師專業發展期刊 15, n^o 3 (décembre 2022) : 001–24. http://dx.doi.org/10.53106/207136492022121503001.

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對教師而言，口語是傳達教學內容的重要媒介。在臺灣的國小師資培育課程中，與教師口語表達緊密相關的重要課程為「國音及說話」，其亦為師資生「教學基本學科課程」與各科教材教法的先修課程，足見此課程之重要性。本文研究目的在瞭解「國音及說話」課程內容與實施，故以課程大綱與授課教師為研究對象，探討此課程的課程目標、課程內容、授課方法與評量方式。首先由教育部大學校院課程資源網查詢106到110年，共計五個學年度、294門「國音及說話」課程，刪去重覆教師與課程大綱不完整者，共計44門。研究採取內容分析法分析課綱，並根據文獻探討與課程大綱分析結果做為擬定訪談題綱的基礎，而後訪談8位授課教師，最後比對與分析所得資料並提出結論。研究結果有四，一是課程目標兼顧國音理論與說話實務；二是課程內容重國音理論、輕說話實務；三是授課方法多採取教師講授國音理論、師資生練習說話實務的方式進行，但因修課人數過多、授課時數不足之故，導致實務練習不足；四是在評量方式上，多以紙筆測驗來評量國音理論知識，以口語練習或測試來評量說話能力，但口試未有相關標準與方式。研究者將針對此研究結果提出相關建議，並希望此研究能提供國小師資培育大學開設「國音及說話」課程的參考。  For teachers, oral language is an important medium for conveying teaching content. In Taiwan’s elementary school teacher training courses, the compulsory course closely related to teachers’ oral expression is "Chinese Phonology and Speech". This study aimed to understand the content and implementation of the "Chinese Phonology and Speech" course in such training and took. the curriculum syllabus and teachers as the research objects to discusses the curriculum objectives, content, teaching methods and evaluation methods. First, the Ministry of Education’s "University and College Course Information website" investigated the "Chinese Phonology and Speech" courses for five academic years from 2017 to2021. In total, forty-four courses, with repeated teachers and incomplete syllabus, were deleted. This research adopted the content analysis method to analyze the syllabus. Based on the literature discussion and syllabus analysis results for setting up the interview questions, it then conducted interviews with eight teachers. There were four research results. First, the curriculum objectives took into account both the theory of the national accent and the practice of speaking. Second, the course content emphasizes the theory of the national accent and neglects the practice of speaking. Third, students practice speaking in a practical way, but because the number of students in a class i too large and the number of teaching hours was insufficient, they still feel that the practical practice i insufficient. Fourth, in terms of assessment methods, paper and pencil tests were often used to evaluate teachers and students’ national pronunciation theoretical knowledge, while the speaking abilities of teachers and students were assessed by oral practice or tests. There were no relevant standards and methods for the oral tests. This study puts forward relevant suggestions based on the results herein so as to provide a reference for the "Chinese Phonology and Speech" courses offered by elementary school teacher training universities.

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林玉惠, 林玉惠. « 探討機器翻譯中美味表現之日譯中問題—從翻譯教學的觀點來分析— ». 台灣應用日語研究 28, n^o 28 (décembre 2021) : 001–32. http://dx.doi.org/10.53106/199875792021120028001.

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本文從翻譯教學實踐出發，以表達美味的詞語為對象，整理出日漢機器翻譯的特點和問題，且比較了兩種翻譯機輸出的譯文，並根據問卷調查的結果，提出了使用日漢機器翻譯時應注意的事項。本文的目的是整理機器翻譯的特點和問題，幫助設計能夠支持學習者的翻譯課。從問卷調查的結果得知：翻譯班的學生對機器翻譯 2（DeepL）的結果比機器翻譯 1（Google）更滿意、機器翻譯對約半數的學生有幫助、70%以上的學生經常使用機器翻譯等。另外，透過本文的調查與分析，使用日漢機器翻譯時應注意以下幾點：（1）聽覺和觸覺相關譯詞的問題主要集中在 "ABAB "型擬聲擬態詞以及 "擬聲擬態詞+と+動詞"、（2）嗅覺相關譯詞的問題多為機器翻譯無法判斷正面或負面的詞意、（3）味覺相關譯詞的問題主要為表達多種口味的譯詞常被誤譯、（4）整體來說，機器翻譯存在著無法配合上下文挑選適當詞語或用法、無法辨識詞語的細微差別和漏譯等問題。  This paper presents the characteristics and problems of Japanese-Chinese machine translation from the perspective of translation teaching practice, compares the output of two types of translation machines, and suggests things to note when using Japanese-Chinese machine translation based on the results of a questionnaire survey. The purpose of this paper is to organize the characteristics and problems of machine translation and to help design translation lessons that support learning. The results of the survey showed that students in the translation class were more satisfied with the results of Machine Translation 2(DeepL)than Machine Translation 1 (Google), that Machine Translation was helpful to about half of the students, and that more than 70% of the students used Machine Translation frequently. In addition, through the survey and analysis in this paper, the following points should be noted when using Japanese-Chinese machine translation: (1) The problems of auditory and tactile related translations mainly focus on the ""ABAB"" type of prosody and ""prosody + and + verb"". (2) The problems of olfactory related translations are mostly due to the inability of machine translation to determine the positive or negative meaning of words. (3) The problems of taste related translations are mainly due to the fact that words expressing multiple flavors are often mis-translated. (4) Overall, machine translators are unable to select appropriate words or usage to match the context, and are unable to recognize subtle differences in words and mis-translations.

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王昌偉, 王昌偉. « 晚明重情文化下入教士大夫的納妾與懺悔：以王徵《崇一堂日記隨筆》為例 ». 明代研究 40, n^o 40 (juin 2023) : 001–29. http://dx.doi.org/10.53106/160759942023060040001.

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長期以來，學界在討論明清之際天主教來華對士大夫階層的衝擊時，都傾向於把焦點集中在論述以儒家為代表的中國傳統文化和天主教教義之間的衝突或調和，以及辨別個別士大夫思想中的儒家和天主教成分。近來雖然因為受到新的學術思潮的啟發，已有新的研究視角出現，但上述範式仍主導著學者的寫作。因此，學界多從儒耶衝突的角度，解讀入教士大夫王徵（1571-1644）因膝下無子而受家人逼迫娶妾一事。以往論者認為，自小受儒家以無後為不孝的觀念熏陶的王徵，入教以後，因為天主教以納妾為違反一夫一妻原則的淫行而面對兩難的局面，其內心的矛盾與掙扎，彰顯了天主教在中國傳播過程中遭遇儒家倫理時所面對的阻力。本文則試圖證明，圍繞著王徵納妾一事而產生的一系列文本，其中的複雜性和多層次的意義，不是利用「儒」、「耶」這類經過高度化約的概念可以揭示的。因此，本文將緊隨文本自身的脈絡和語境，在晚明重情文化的背景下，還原王徵對納妾行為及相關問題的反思，並說明王徵如何通過書寫情欲，把信仰、傳教、親情、生理的欲望、身體的規訓與救贖等多方面的因素結合起來，展現了明清之際情欲觀一些甚少獲得關注、但值得重視的面向。  For a very long time, studies on Chinese-Christian encounters during the late Ming tend to focus on how the two value systems went through a process of conflict or accommodation. Historians are particularly interested in trying to identify and distinguish the Christian or Confucian components in the thought of individual scholar-official who were engaged in such interactions. For this reason, when the Christian scholar-official Wang Zheng (1571-1644) produced a collection of texts to recount how he was forced by his family to take a concubine because he had no son and how he felt ashamed of himself for failing to observe the Christian precept concerning adultery, modern scholars tend to interpret Wang’s distress as a manifestation of the dilemma of an individual who were caught between two incompatible value systems: the Confucian tradition that criticizes the inability to produce an heir as unfilial and the Christian tradition that forbids sexual intercourse with another woman who is not your legal wife. Wang’s struggle, according to these scholars, is indicative of the difficulty that Christianity faced when it was trying to gain a foothold in Confucian China. This article will show that we cannot do justice to the complexity of the texts produced in relation to the incident by simply analysing them using a pair of highly essentialized concepts as in Confucianism and Christianity. Instead, we should follow the logic of the narrative closely to try to understand Wang Zheng’s reflection within the context of the rise of the notion of qing in the late Ming. Only then could we fully appreciate Wang’s unique take on the connections between religious belief, missionary work, family affection and obligation, bodily desire and discipline, and salvation. Wang’s view might be idiosyncratic, but it is also a product of its time.

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志祥, 汤. « 世界華語區域詞語差異之成因及其相應策應之芻議 ». Global Chinese 4, n^o 1 (26 mars 2018) : 167–83. http://dx.doi.org/10.1515/glochi-2018-0008.

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摘要 2010 年 5 月《全球華語詞典》及 2015 年 4 月《全球華語大詞典》的相繼續出版，充分證明了當今世界性華語大家庭的真實存在。這兩本詞典的問世全面展示出當今全球華語詞彙集的總體共時面貌，同時也明白無誤顯示出各區域華語之間的詞語異同。世界華語各大區域詞語的差異主要以中國大陸、中国台灣、中国港澳、新馬四大塊地域為其代表。其中中國大陸為當今華語的母體和主體，而中国台灣、中国港澳、新馬等地均為子體和異體。世界華語區域詞語的差異成因主要源於下列三個方面：一是各區域存在著反映各自不同的社會制度、政經面貌、歷史地理、人文習俗，以及當地特有的事物和物產等；二是某些地區有著數目和地位不同的外國語言、漢語方言和方言文化的影響；三是某些地區的部分華語詞語的詞義和詞用產生了在地性變異或變化。目前相應的對策應該是：（1）詳盡地細緻地描寫並記錄全球華語大家庭的的詞彙概貌及其異同；（2）深入地分析並剖析它們之間的相同、相似、相異的程度和成因；（3）通過交流、教學和研討，增進各區域相互之間的理解與溝通；（4）逐步通過專家篩選和社會使用（約定俗成），推動相互的流通、吸收、協調和融合，逐步達成最大程度的共同化和一體化。

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蔡嘉瑩, 蔡嘉瑩. « 似忠非忠：從〈長干行〉葉譯本與龐譯本之比較論效忠的迷思 ». 英語文暨口筆譯學集刊 20, n^o 1 (janvier 2022) : 001–20. http://dx.doi.org/10.53106/199891482022012001001.

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本文以唐代詩人李白《長干行》的兩個英譯本為題，論述翻譯既不是「忠實」也不是「自由」的問題。英譯本的兩位譯者分別是著名中國和比較文學學者葉維廉和美國現代主義詩人龐德。按傳統保守的翻譯批評，前者往往被視作「忠於原文」的譯者而後者為「自由發揮」的譯者。但如果從敘事框架和文化話語的視角探討此一問題，「忠實」和「自由」兩者看似極端，但其實都是合理的產出，因為兩者分別符合譯者的創作目的和所在文化語境的需求。只有當「效忠」的意識型態被強加於譯文之上，我們才會將其中一個譯本貼上標籤，說這是「好的譯文/忠實的譯文/不違反中華文化的譯文」，另一個譯本就淪為「不好的譯文/過於自由的譯文/有東方主義色彩的譯文」。但正如本雅明在《譯者的任務》中指出，「文學作品的本質不是陳述或傳遞訊息」且「任何旨在發揮傳遞功能的翻譯只能傳遞訊息，即一些非關文學本質的內容。」依此論述，則葉譯本之準確性其實是矛盾的，因為其準確性是建立在非文學性訊息的翻譯。本文透過葉譯本與龐譯本的比較，從文本框架、標題、聲音、敘事脈絡、文學典故的處理、音樂性等方面，指出龐德的翻譯才是翻譯文學的本質，即詩意。以此論據，「忠於原文」僅能作為一種偽客觀的翻譯準則，一種虛構的正義，對於譯者、譯評、翻譯教師來說，實為警言，而非衡量翻譯「品質」的標準。  This paper examines two English translations of the Chinese poem “Chang Gan Xing” (長干行) by the Tang dynasty poet, Li Po (AD 701-62). The respective translators are Wai-lim Yip, a renowned scholar of Chinese and Comparative Literature, and Ezra Pound, the American modernist poet. The two translators are examples that occupy, traditionally speaking, the two extremes of translation: one conscientious of being “faithful,” the other of being “free.” But if approached from a framing and discourse perspective, the translations are no longer matters of faithfulness or freedom. Both are justifiable in that both created a translation meaningful for their own purposes and contexts. Only when the discourse of “fidelity” is imposed—like any other ideology is imposed—do we start labeling one as “good/faithful/ethical,” the other as “bad/free/orientalizing.” As Walter Benjamin points out in “The Task of the Translator,” the “essential quality” of a literary work “is not statement or the imparting of information” and “any translation which intends to perform a transmitting function cannot transmit anything but information—hence, something inessential.” Under this argument, Yip’s translation is paradoxically the accurate translation of the inessential. By comparing his translation with Pound’s, in terms of the frame, title, voice, narrative arc, the treatment of literary allusions, and musicality, this paper seeks to explain why it is Pound who is translating the “essential,” the poetic. “Fidelity,” in this case, serves more as a construct and cautionary tale of pseudo-objectivity for translators and those who profess to teach or review translations, rather than the yardstick against which “quality” is measured.”

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姚瑤, 姚瑤. « 中國職場中的跨文化溝通：商務人士面臨的挑戰和應對策略 ». 語文與國際研究期刊 27, n^o 27 (juin 2022) : 109–32. http://dx.doi.org/10.53106/181147172022060027006.

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中國與世界其他地區的商務合作不斷擴大，因此迫切需要具有出色跨文化溝通能力的專業人才。Guo 和Gallo (2017) 的研究表明，相關人才短缺的問題制約了中國的商務發展。在各種挑戰中，語言和文化能力被視為年輕商務專業人士在全球環境下擔任各種角色時所面臨的主要挑戰。因此，本研究調查了中國商務專業人士在職場跨文化溝通中遇到的語言和文化方面的挑戰，並考察了他們應對這些挑戰的策略。採用半結構化訪談的研究方法，本研究從11位受訪者那裡收集到數據，以探索他們在職場跨文化溝通中遇到的挑戰、原因以及應對這些挑戰的策略。本研究的結果可以促進更有效的 ESP 教學/學習和商務溝通實踐。  China’s expanding collaboration with the rest of the world entails an urgent need for significant professional talent with excellent intercultural communication skills. Guo and Gallo’s (2017) study reveals that a talent shortage has constrained China’s business development. Of all the challenges, language and culture are seen as the major threats for young business professionals when undertaking various roles in a global setting. The present study investigates language and cultural challenges that Chinese business professionals encounter in intercultural communication at work and examines the strategies that professionals apply in coping with these challenges. The semi-structured interview data were gathered from 11 interviewees to explore the challenges encountered, their reasons, and the strategies used to meet these challenges. The findings of this study can facilitate more effective ESP teaching/learning and business communication practice.

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