華語文教學系

Permanent URI for this communityhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/113

發展沿革

        國立臺灣師範大學於1995年成立「華語文教學研究所」碩士班,2003年成立博士班,致力於培育華語文作為第二語言或外語的教學師資及研究人才。2006年成立「國際華語與文化學系」,招收華外語國際生,致力於培養具有流利華語文能力及跨文化溝通能力之外籍華語人才。2006年成立「應用華語文學系」學士班,復於2012年與「華語文教學研究所僑教與海外華人研究組」整併成立碩士班,招收本國籍學生及僑生,致力於培養全方位的華語文應用人才,以及海外華人社會與文化的研究人才。2012年「華語文教學研究所」與「國際華語與文化學系」合併為具博士班、碩士班與學士班學制之「華語文教學系」。2017年「應用華語文學系」與「華語文教學系」進一步整併。重整後的「華語文教學系」包含兩個學士班組(「國際華語與文化組」及「應用華語文學組」)、碩士班、博士班、以及數個學程與專班(華語文教學學分學程、兒童雙語教育學分學程、海外華語師資數位碩士在職專班)。

教育宗旨

        華語文教學系之教育宗旨在於因應當前東風西漸、華語全球化之趨勢,培養各領域所需之國際華語人才,使其能通曉並傳播海內外華人的語言與文化,藉此厚植華語文化實力、促進東西方交流、進而確保世界和平與人類福祉。

特色與願景

        重整後的「華語文教學系」與臺師大歷史悠久的國語教學中心及僑生先修部構成中華民國高等教育機構中規模最大最完備、且學理與實務兼具的華語文專業人才培育重鎮。師資包含語言學、語言教學、教育心理、認知科學、教育科技、華人文學與文化、海外華人社會等學有專精的學者。學生涵蓋本地生、僑生、外籍生,來自全球各地,具多元背景。師生共構成一個真正生態多樣的學習環境。未來「華語文教學系」將積極與本校翻譯、國際人力資源與管理相關系所合作,強化學生跨語言跨文化素養與行政管理的能力。「華語文教學系」也將強化與國外學校合作,發展符合當代學習趨勢、有實證依據的華語教學方法,建立有特色的華語教學與僑教品牌。

News

Browse

Search Results

Now showing 1 - 10 of 27
  • Item
    A study on narrative models of Taiwan television news.
    (2013-11-15) Hsieh, Chia-Ling; Shi-Ping Hong
  • Item
    A study on the module of online open resources for Chinese distance teaching.
    (2013-03-16) Hsieh, Chia-Ling; Jiahao Li
    Distance learning is considered a promising medium for providing Chinese courses via the internet (Chen, 2009; Hsieh et al., 2010). Both teachers and students can benefit from its instantaneity and interactivity as well as from its capacity to introduce external resources, to supply extension courses, and to apply diverse multimedia (Glisan et al., 1998; Motamedi, 2001). As regards Chinese distance learning, researchers have discussed issues such as instructional strategies, course design, and teacher training programs (Hsin, 2008; Li, 2003; Lü, 2003). However, no significant endeavors have been invested in the application of open resources capable of enhancing Chinese distance pedagogy. This study thus observed an empirical Chinese distance teacher training program conducted at National Taiwan Normal University in 2012. Questionnaires were given to twenty-eight trainees in the end of the training program to survey their use of various online open resources. The purpose was to document the implementation and integration of online resources that are essential for effective instruction of Chinese online classes. The analysis showed that such open resources include four categories. Cloud storage (e.g. Google Drive and Dropbox) can be used to host teaching plans, materials, and video clips. Its feature of file synchronization allows teachers to manage students’ assignments or co-edit and share files with coordinators and students. An e-learning platform (e.g. Adobe Connect and JoinNet) can also be applied to conduct online Chinese classes through a videoconferencine medium. Third, alternative instant messaging software (e.g. Skype, MSN, or Facebook) serves as an optimized solution for teachers to contact their students when problematic transmission of the teaching platform occurred. Word processor and presentation software (e.g. Microsoft Word and PowerPoint) can also be applied to facilitate the editing of material layouts, interactivity design, visual aids, etc. These resources can enhance the operating procedure of online courses in their preparatory, instructional, and evaluating stages. Websites useful for distance teachers involve another four categories: websites introducing Chinese pronunciation, characters, grammar, culture, and linguistics; websites providing self-learning channels for the four skills; websites offering practical references such as dictionaries, materials, proficiency tests, and language corpus; websites built by academic institutions and associations that offer information of teacher professional development. The results of the questionnaires show that the participants confirmed the importance of the ability to apply online open resources during Chinese distance teaching. The practice of an e-learning platform was essential particularly for course design and the integration of various Chinese learning websites. The findings demonstrate that the application of open resources to web-based learning can enrich Chinese online teaching and autonomous learning. A further quantitative study on teacher-learner’s application, coordination, and usability of online open resources is worthy of being unveiled.
  • Item
    A metadiscourse analysis of televised news in Taiwan.
    (2013-06-09) Hsieh, Chia-Ling; Xin-Ru Wu.
  • Item
    Metadiscourse in persuasion: A contextual perspective.
    (2012-08-24) Hsieh, Chia-Ling
    Persuasion occurs when language is used to influence a person’s inner attitude or external behavior (Chaiken 1996; Gass & Seiter 1999). A key resource that allows language users to engage with their audience is metadiscourse (Crismore et al. 1993; Hyland 2005). A wide array of metadiscourse devices has been identified in persuasive discourse (Fuertes-Olivera 2001; Dafouz-Milne 2008). However, more emphasis needs to be given to the contextual factors that affect the pragmatic roles of metadiscourse. This paper discusses these factors from the perspective of communication media and culture as they relate to metadiscourse strategies, with a particular focus on how they affect persuasiveness in Chinese and English Internet forums. The data observed are authentic persuasive messages posted on Taiwan and American websites. Results indicate that the communication medium yields a unique effect. Due to the efficiency required in computer-mediated communication (Ferrara et al. 1991; Aitchison 2001), devices that specify the macro-structure of a text (e.g. frame and endophoric markers) are underrepresented in both languages. Interactive (e.g. evidential markers) and interactional (e.g. self-mention markers) metadiscourse often co-occur to compensate for the limitation of non-face-to-face interaction (Herrings 2002; Barnes 2003). First-person pronouns are omnipresent, demonstrating how the Internet has created platforms for greater voluntary self-disclosure. The operation of metadiscourse is also culture dependent, exhibiting a salient distinction between individualist and collectivist values (Triandis and Gelfand 1998; Goncalo and Staw 2006). More boosters thus appear in English to uncover conflicting viewpoints, while more hedges in Chinese to maintain group cohesion. Despite the conceptual and functional generalities in metadiscourse across languages, the selection and distribution of metadiscourse devices also reflect communicative norms specific to particular communication media and cultures. Language use is therefore more than communication, it is itself a sociocultural act that decides and accounts for the way language is presented and understood.