https://ir.lib.ncu.edu.tw/handle/987654321/102087 Search the Channel s https://ir.lib.ncu.edu.tw/simple-search https://ir.lib.ncu.edu.tw/handle/987654321/107915 title: 語篇功能視角之華語非母語學習者寫作使用定式篇章標記語分析 abstract: 摘要： 本文旨在討論華語非母語學習者寫作時如何使用具有語篇功能的定式篇章標記語。研究發現，在語篇功能上，學習者寫作時使用定式篇章標記語以連接標記最多，管領標記次之；定式篇章標記語的形態和使用量與學習者的程度有關；語篇管領標記和語篇連接標記二者因學習者程度，各有消長 其他題名： Journal of Chinese Language Teaching 出版者： 台灣: 世界華語文教育學會 出版日期： 2014-06 出處： 華語文教學研究, 2014-06, Vol.11 (2), p.031-057 資源來源： 華藝CEPS中文電子期刊服務 識別號： ISSN: 1811-8429 識別號： DOI: 10.6393/JCLT.201406_11(2).0002 <br> https://ir.lib.ncu.edu.tw/handle/987654321/107911 title: 夢裡原鄉到新地的滔滔長流──從湯亭亭《The Woman Warrior》中的文化衝突淺談，文化認同的重構 abstract: 出版者： 台灣華語文教學學會 出版日期： 2013-12-01 出處： 華語學刊, 2013-12 (15), p.70-78 資源來源： 華藝線上圖書館 識別號： ISSN: 1996-255X <br> https://ir.lib.ncu.edu.tw/handle/987654321/107907 title: Variation of subject pronominal expression in Mandarin Chinese abstract: 摘要： This study investigated the variation of subject pronominal expression in Mandarin Chinese. The data were collected from 20 speakers in three discourse contexts including informal conversations, elicited narratives, and teacher classroom speech. A multivariate analysis of 8,507 tokens revealed that the linguistic constraints that affect Chinese subject pronoun use include switch in subject referents, person/number/animacy of the subject, specificity of subject referents, and sentence type. In regards to social factors, age, gender and occupation were significant. Older speakers/teachers/females are more likely to realize subject pronouns than younger speakers/students/males. 出版者： Toronto: University of Toronto Press 出版日期： 2012-01-01 出處： Sociolinguistic Studies, 2012-01, Vol.6 (1), p.91-119 版權： Copyright Equinox Publishing Ltd 2012 識別號： ISSN: 1750-8649 識別號： EISSN: 1750-8657 識別號： DOI: 10.1558/sols.v6i1.91 <br> https://ir.lib.ncu.edu.tw/handle/987654321/107903 title: The exploration of elementary school teachers' internet self-efficacy and information commitments: A study in Taiwan abstract: 摘要： This study aimed to explore teachers' Internet self-efficacy and information commitments. More importantly, this study also attempted to identify possible factors that affect the teachers' Internet self-efficacy. The participants were 301 elementary school teachers. In this study, the Internet Self-efficacy Survey (ISS) and the Information Commitments Survey (ICS) were used. Through both exploration factor analyses (EFA) and confirmatory factor analyses (CFA), this study reconfirmed the validity and reliability of the two instruments. This study revealed that the teachers, in general, expressed satisfactory Internet self-efficacy and relatively tended to use advanced information commitments. The correlational analyses revealed that the teachers' information commitments were significantly correlated with their Internet self-efficacy (p < .05). In order to examine if the teachers' information commitments were influential factors for their Internet self-efficacy, a series of structural equation modeling (SEM) analyses was conducted. The SEM analyses further confirmed that the teachers' information commitments were significant factors affecting their Internet self-efficacy. The finding above was then discussed based on Bandura's self-efficacy theory. Also, some important implications on educational practices and future research were discussed. 出版者： Palmerston North: International Forum of Educational Technology & Society 出版日期： 2015-01-01 出處： Educational Technology & Society, 2015-01, Vol.18 (1), p.211-222 資源來源： Airitilibrary華藝線上圖書館 版權： Copyright 2015 by International Forum of Educational Technology & Society (IFETS) 版權： COPYRIGHT 2015 International Forum of Educational Technology & Society 版權： 2015. This work is published under https://creativecommons.org/licenses/by-nc-nd/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. 識別號： ISSN: 1176-3647 識別號： ISSN: 1436-4522 識別號： EISSN: 1436-4522 識別號： DOI: 10.30191/ETS.201501_18(1).0018 <br>