http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/12 2026-04-07T13:00:48Z 2026-04-07T13:00:48Z Ting-Yu Hsieh 謝庭郁 http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/73770 2021-06-17T08:09:50Z 2019-01-01T00:00:00Z

標題: 高級商務華語教材設計：以展會及授權為例; Teaching Material Design for Advanced Business Chinese： Trade Show and IP Authorization as Examples 作者: Ting-Yu Hsieh; 謝庭郁 摘要: 隨著學習華語人口的增加，華語學習教材也越趨多元，市面上已出現觀光華語、法律華語、商務華語等以達成各種學習目的而設計之華語教材，但比起一般性的華語教材，應用性的華語教材在主題及內容之質量及深度廣度仍有許多可努力之空間。 在台灣，市面上易取得的商務華語教材僅有《遠東商務華語一~三》、《各行各業說中文1、2》及《商業華語600句》等三種。本文先歸納華語教材及商務華語教材之重要編寫理論及原則，並針對華人獨特的商務文化進一步討論。再分析目前所見之三種商務華語教材內容及其優缺。最後根據商務教材編寫理論及原則，融入筆者從事國際展會之經驗，參考著作權（IP）授權產業實務，編寫接近真實商務活動之商務華語教材，並以形式豐富、設計有趣的練習活動，協助學習者強化該課所學知識，並藉由模擬真實商業環境或實際參與商務活動之任務，使課堂所學能順利過渡至課堂外的商務交際之中。筆者文中所編之教材內容，著重商務華語教材之實用性與交際性，期未來能持續研發具體有益於國際商務之華語教材。; As the number of Chinese learners increases, related learning and teaching materials have become more diverse. As a result, there are specialized teaching materials for travel Chinese, legal Chinese, and business Chinese, among others. However, compared to general Chinese teaching resources, materials designed and written for specific topics remain short in quantity and quality. In Taiwan, there are only three readily available resources for business Chinese: Far East Business Chinese I-III, Advanced Business Chinese 1 & 2, and Situational Chinese: Business and Business Travel. Thus, this thesis first undertakes a literature review regarding writing theory and principles for business Chinese teaching materials, and serves to examine the various Chinese business cultures. The thesis then analyzes the three business Chinese teaching materials mentioned above, highlighting their strengths and weaknesses. Next, it designs business Chinese teaching materials with two full lessons that cover the topics of trade shows and authorization, respectively. Note that these two lessons are written based on real experiences from IP authorization and the author’s work experience in the trade show industry. More specifically, by integrating real experiences into business Chinese teaching materials, the lessons create a scenario similar to the actual business world. This, together with interesting and diversified practice lessons and exercises, will enhance student learning. Students will be able to use what they learn in real business environments. To sum up, this thesis aims to present business Chinese teaching materials that are not only useful, but that also improve students’ communication skills.

2019-01-01T00:00:00Z 梅佩怡 Tiffany P. May http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/89892 2023-11-09T11:53:00Z 2023-01-01T00:00:00Z

標題: 體標記「了」、「著」、「過」用法之使用頻率與偏誤分析 ——以語料庫為本; The Frequency and Errors of the Usage of the Aspect Markers "Le", "Zhe" and "Guo"- A Corpus-based Analysis 作者: 梅佩怡; Tiffany P. May 摘要: 體標記是華語初級和初中級教材中必然涉及的語法項目，也是學習者常遇到的難點之一。體標記「了」、「著」、「過」在日常生活中的頻繁使用使得學習者若在目標語言環境中使用不當，可能導致許多不必要的語用問題。因此，正確運用體標記對於學習者與當地人之間的有效溝通至關重要。為此，本研究基於體標記的語法結構和雙部理論（Two-Component Theory），從華語的角度，針對體標記的視角、情態結構和語義進行綜合歸納和分類。通過比較英語和華語的時體系統和情態結構，本研究發現雖然兩者都包含完整體和未完成體兩種視角，但兩種語言在視角表達形式上存在顯著差異。 此外，從對國家教育研究院語料庫索引典系統（COCT）中的書面語語料庫（2019）和全球漢語中介語語料庫的分析中，我們觀察到華語母語者和以英語為母語背景的華語學習者在使用各種體標記中的「了」表達方式上的頻率非常相似，這表明學習者在該方面的使用已接近母語者水平，顯示體標記「了」的教學和教材設計已經取得了一定的成效。然而，學習者在使用體標記「著」和「過」的各類表達方式上與華語母語者存在明顯差異，包括使用頻率和使用類型的排名。在偏誤分析中，我們發現以英語為母語背景的華語學習者在學習體標記「了」、「著」、「過」的過程中，偏誤主要來自於語言負遷移，其中只有誤代偏誤受語言負遷移的影響最少。誤代主要受某些搭配的副詞和助詞影響。觀察體標記「了」、「著」、「過」的語料，正確率皆達 90%以上，可算已經習得。值得注意的是，遺漏、誤加、誤代和錯序這四種偏誤類型都能在三種體標記中發現，其中誤加偏誤是頻率最高的偏誤類型，這一情況不容忽視。; Aspectual markers are fundamental grammar points encountered in Chinese language teaching materials at the elementary and intermediate levels, often posing significant challenges for learners and instructors alike. The frequent usage of aspectual markers "了"、"著"、and "過" in everyday life increases the potential for learners to encounter difficulties in their usage, especially when residing in Chinese-speaking environments. Consequently, the accurate deployment of these aspectual markers assumes paramount importance in facilitating effective communication between learners and native speakers. To address this concern, the present study focuses on the grammatical structure and Two-Component Theory of aspectual markers "了"、"著"、and "過" from a Chinese language perspective, offering a comprehensive analysis and categorization of their diverse forms based on viewpoint, situation-attitude features, and semantics. By comparing the temporal systems and situation-attitude structures of English and Chinese through the lens of the Two-Component Theory, notable distinctions in the expression forms of these two languages become evident, despite their shared presence of complete and incomplete viewpoints. Furthermore, analysis of written corpora from the 2019 Corpus of Contemporary Chinese (COCT) and the Global Chinese Interlanguage Corpus reveals striking similarities in the usage of "了" markers between Chinese native speakers and Chinese learners with an English-speaking background, indicating that learners' usage has approached a native-like level, highlighting the efficacy of teaching methodologies and instructional materials pertaining to aspectual marker "了". However, discrepancies emerge in the usage frequency and patterns of aspectual markers "著" and "過" between learners and native speakers. Error analysis reveals that English-speaking Chinese learners primarily exhibit negative language transfer in their acquisition of aspectual markers "了"、"著"、and "過", resulting in errors, with substitution errors being less common.

2023-01-01T00:00:00Z 林鈺萍 Yu Ping Lin http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/97959 2025-07-23T16:15:07Z 2025-01-01T00:00:00Z

標題: 餐廳點餐的整體結構與序列組織——以臺灣家庭式餐廳為例; The Overall Structure and Sequence Organization of Restaurant Ordering─ A Case Study of Taiwanese Family-Style Restaurants 作者: 林鈺萍; Yu Ping Lin 摘要: 隨著人們生活型態的改變，到餐廳用餐已成為我們日常生活的一部分，相關會話分析研究也日益受到重視。過去研究指出，此類互動因其單一互動目標，與高度工作任務導向的性質，通常具有可預測、標準化的會話形式。同時，有些研究也觀察到，真實互動可能會偏離標準化的會話形式。然而，這些彈性的互動實踐在過去研究中常被視為例外，較少作為研究重點深入探討。 本研究以臺灣一家家庭式餐廳的點餐互動為研究對象，自行採集20筆點餐互動語料，並採用會話分析方法，以真實語料探討點餐互動的會話形式，特別聚焦於整體結構（overall structural organization）與序列組織（sequence organization）兩面向。本研究首先將歸納出餐廳點餐的常見互動形式，接著進一步分析不同於此常見形式的互動序列。同時，也將透過互動的微觀分析，建構出此家庭式餐廳的具體情境，補足服務接觸研究領域中關於餐廳點餐互動研究的不足。 在整體結構方面，本研究依據Heritage（2005）的定義，根據語料整理出整體結構的五個活動階段。而在序列組織部分，則以Kuroshima（2010）的研究架構，以及Schegloff（2007）對序列組織的分析為依據，首先歸納出點餐互動的常見序列推進形式，接著以擴展序列（expansion sequence）的分析視角，進一步討論不同於常見序列推進形式的協商互動如何回應進程性（progressivity）與互為主體性（intersubjectivity）兩大互動原則。 研究發現，「店員詢問─顧客回覆─店員確認」已形成臺灣餐廳點餐互動最常見的序列推進之一。其中，第三話輪「店員確認」在點餐互動中不僅能將序列往下推進，同時也具有確認點餐內容正確傳遞的互動功能。而擴展序列的語料則顯示，當互動發生問題時，店員和顧客都可能以序列組織作為會話資源，彼此協商以處理互動問題，在點餐互動的進程性之中，確保點餐內容的正確傳遞。; With changes in modern lifestyles, dining out has become a part of our everyday life, and related studies has received increasing attention in the field of Conversation Analysis. Previous studies have pointed out that food-ordering interactions, due to their interactional goal and task-oriented nature, often follow routinized and predictable interactional patterns. At the same time, some studies have observed that real-life interactions may show diverse patterns of practice beyond these routinized interaction patterns. However, such flexible interactional practices are often regarded as exceptions and have rarely been the central focus of systematic investigation. This study adopts a conversation analytic approach to examine food-ordering interactions at a family-style restaurant in Taiwan. 20 instances of food-ordering interactions were collected and transcribed by the researcher. The analysis focuses on two key dimensions: overall structural organization and sequence organization. The study first identifies the commonly recurring interactional formats in the data, then further analyzes interactional sequences that deviate from these formats. Through micro-level analysis, the study also aims to uncover how participants collaboratively construct the local context of interaction. In doing so, this study seeks to contribute to the understanding of restaurant service encounters, particularly addressing the underexplored area of flexibility and sequential variation in food-ordering interactions. In terms of overall structural organization, this study follows Heritage’s (2005) framework and identifies five activity stages across the data. Regarding sequence organization, the analysis is based on Kuroshima’s (2010) analytic framework and Schegloff’s (2007) model of sequence. First, a set of commonly recurring sequences is identified, followed by an investigation of how expansion sequences reflect the interactional principles of progressivity and intersubjectivity. The findings show that the sequence of “server question–customer response–server confirmation” constitutes one of the most common interaction patterns in food-ordering interactions in Taiwanese restaurants. In particular, the third turn (server confirmation) not only facilitates the progressivity of the sequence but also plays a crucial role in confirming the accurate transmission of order content. Furthermore, the analysis of expansion sequences reveals that when interactional problems occur, both servers and customers mobilize sequence organization as a conversational resource to collaboratively negotiate and resolve issues, thereby maintaining progressivity while securing mutual understanding.

2025-01-01T00:00:00Z Peng-Yu Su 蘇芃聿 http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/67502 2021-06-17T01:35:02Z 2017-01-01T00:00:00Z

標題: 頻率與中文成語認知之行為實驗研究; The Role of Frequency in Chinese Idiom Processing 作者: Peng-Yu Su; 蘇芃聿 摘要: 近年來，隨著華語教學的發展，高級華語教學的需求量逐漸增加，關於對外成語教學的研究也開始發展。本研究旨在透過行為實驗，觀察、比較母語人士認知成語及短語的歷程，期望成為對外成語教學研究的基石，並做為對外成語教學設計的理論基礎。 　　目前中文成語的認知研究並不完備，但印歐語系慣用語的認知研究已經發展了數十年。諸多學者提出了可能影響慣用語的因素，包括慣用語的使用頻率和其是否可分解。本研究便藉由行為實驗，檢視這些因素是否會影響中文母語人士理解、認知成語所需的時間。 　　為了同時檢視使用頻率和語意透明度對於認知速度的影響，本實驗的刺激共有三類：常見短語、成語以及一般短語。常見短語和一般短語皆為不具隱喻意義的四字格短語，兩者的差別在於常見短語的使用頻率較實驗中的成語高，而一般短語的使用頻率則較實驗中的成語低。實驗中的成語刺激，亦可依照其語意透明度與頻率，分為高、低語意透明度成語，以及高、低頻率成語。 　　透過比較母語人士閱讀、理解不同種類短語和成語的反應時間，筆者發現影響反應時間的最主要因素為使用頻率。無論是成語或是短語，使用頻率越高，反應時間越快。這樣的實驗結果顯示，影響對於母語人士來說，認知四字格慣用語的最大因素，並非是語意透明度，而是語言單位被使用的頻率。; The demand of advanced Chinese pedagogy has increased along the development of Chinese language education in recent years, and the research regarding Chinese idiom pedagogy has also spouted. This paper aims to be a footstone of such research by observing native speakers’ cognitive process of Chinese idioms and phrases on the basis of a behavioral experiment. Research regarding the cognitive process of Chinese idioms is yet to be sufficient, but studies regarding idioms of European languages have been carried on for decades. Researchers have proposed different theories about how idioms are recognized. Factors that may influence the recognition of idioms include their frequency and compositionality of idioms. Therefore, the present study examined whether these factors would affect the time required by Chinese native speakers to recognize Chinese idioms. In order to view all three factors mentioned above on the same scale, three types of stimuli were designed in this experiment—clichés, idioms and phrases. Clichés and phrases were all phrases whose meaning can be deduced from the individual meaning of their constituents. The difference between clichés and phrases lied in their frequency—clichés had higher frequency than idioms while phrases had lower frequency than idioms. The idioms used in this experiment were divided into semantically transparent idioms and semantically opaque ones, as well as high frequency idioms and low frequency ones. Through the difference among the three types of stimuli, the experiment showed that the main factor that influenced the reaction time was the frequency of the stimuli—the higher the frequency of stimuli was, the shorter the reaction time would be despite of the type of the stimuli. This indicated that the frequency of a linguistic unit played a more important role on the cognitive process compared with semantic transparency among native speakers.

2017-01-01T00:00:00Z