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題名 台灣地區聾人手語選用情形與現行手語政策之探討
Language Choice and Language Policy of the Deaf Community in Taiwan
作者 陳怡君
Chen, Yi-jun
貢獻者 詹惠珍
Chan, Hui-chen
陳怡君
Chen, Yi-jun
關鍵詞 台灣自然手語
中文文法手語
語言態度
語言政策
Taiwan Sign Language
Chinese Signed Language
language attitude
language policy
日期 2003
上傳時間 17-九月-2009 16:23:02 (UTC+8)
摘要 本論文探討的主題有四：（一）陳述中文文法手語與台灣自然手語各語言層級結構的異同，並探查兩套手語系統結構差異部分的語言溝通效率與語意清晰度；（二）瞭解受試者兩套手語系統的語言能力及其語言使用情形；（三）調取受試者對兩套手語系統的語言刻板印象與手語政策態度；（四）探討現階段手語政策的實施。
本論文包含量化與質化的研究方法，研究對象為年滿十八歲、居住在大台北地區、且以手語為主要使用語言之聽覺障礙者。量化研究包含手語結構評估問卷及手語使用情形與語言態度問卷。受試者須先完成結構評估測驗，才進行手語使用情形與語言態度問卷之填答。手語結構評估問卷針對兩套手語系統之迅速程度、模糊程度、與歧異程度加以測試。語言結構評估項目共有基本詞彙、詞組、時貌、副詞、簡單句型、複句句型、與篇章等七大類共一百九十四項，以影片方式呈現。受試者每觀看完一項評估項目，即立刻根據影片內容回答問卷上之題目。語言使用情形與語言態度問卷則探查受試者手語能力、手語使用、及語言態度。本論文以非機率抽樣的滾雪球抽樣方式進行量化問卷的發放，共回收75份有效樣本，進行無母數統計分析。質化研究以深入訪談方式進行，以立意抽樣方式共訪問六名受訪者，重點在探查量化問卷所發現的結果之原因。
研究結果顯示，在結構評估測驗中，除了詞組與簡單句型之遞繫句之外，自然手語的溝通效率與語意清晰度皆高於文法手語。受試者的兩套手語系統能力均等，且兩套手語使用頻率主要決定於談話對象的語言使用。語言刻板印象與手語政策態度的調查結果顯示，受試者對自然手語有較高的評價。
依據研究結果，本論文建議現階段手語政策應調整其語言規劃方針，將自然手語納入啟聰學校正式教學語言。對未來手語政策規劃之建議為：研訂相關法令、設立專職機構、擴充手語詞彙並編撰手語字典、明訂啟聰學校教師教學溝通政策與鑑定教師手語能力、培育專業手語翻譯人才、設置手語相關節目並提供無溝通障礙環境、獎勵手語研究與推廣工作、增設相關系所。

關鍵字：台灣自然手語、中文文法手語、語言態度、語言政策
This thesis aims to (1) compares the language structure of Chinese Signed Language (CSL) with Taiwan Sign Language (TSL), and investigates the efficiency, vagueness, and ambiguity of these two language systems; (2) to provide a preliminary evaluation of the implementation of Sign Language Policy in Taiwan through an investigation of the deaf’s proficiency in CSL and TSL, their use of them, and their attitudes toward both these two linguistic systems and the related policy.
Both quantitative and qualitative analyses are adopted. Quantitative analysis includes two tests. On “structure evaluation test,” the efficiency, vagueness, and ambiguity of CSL and TSL are investigated. Evaluated items are taped into 194 segments of films, distributed on 7 linguistic levels, including lexical items, phrases, tense, adverbs, simple sentences, complex sentences, and discourse. Subjects are required to answer the questionnaire immediately after each test item is shown. “Sign language use and attitude questionnaire” is to elicit the deaf’s language proficiency, language use, and language attitudes. 75 questionnaires are collected through nonprobability sampling and nonparamentric statistical test with all the subjects being deaf adults who live in Taipei area and use sign language for communication. For qualitative analysis, 6 informants were interviewed through judgemental samplings to interpret the results of the questionnaires.
The results of statistic tests indicate that TSL is more efficient, less vague and less ambiguous than CSL. Moreover, the subjects’ proficiency in the two sign language systems are equally good and their frequency of language use are decided by their interlocutors. As to their attitudes toward the two sign languages and the related language policy, all the subjects show support to TSL.
Based on the findings from the quantitative and qualitative analysis, suggestions are given as follows. Legislate the law. Establish a government institution, institute lexicology, set the instructional language of the deaf school and evaluate the proficiency of deaf school teachers. Train the interpreters and provide communication unimpediment environment. Investigate sign language research, and plant institution.

Key words: Taiwan Sign Language, Chinese Signed Language, language attitude, language policy
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描述 碩士
國立政治大學
語言學研究所
88555004
92
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0088555004
資料類型 thesis
dc.contributor.advisor 詹惠珍zh_TW
dc.contributor.advisor Chan, Hui-chenen_US
dc.contributor.author (作者) 陳怡君zh_TW
dc.contributor.author (作者) Chen, Yi-junen_US
dc.creator (作者) 陳怡君zh_TW
dc.creator (作者) Chen, Yi-junen_US
dc.date (日期) 2003en_US
dc.date.accessioned 17-九月-2009 16:23:02 (UTC+8)-
dc.date.available 17-九月-2009 16:23:02 (UTC+8)-
dc.date.issued (上傳時間) 17-九月-2009 16:23:02 (UTC+8)-
dc.identifier (其他 識別碼) G0088555004en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/33360-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 語言學研究所zh_TW
dc.description (描述) 88555004zh_TW
dc.description (描述) 92zh_TW
dc.description.abstract (摘要) 本論文探討的主題有四：（一）陳述中文文法手語與台灣自然手語各語言層級結構的異同，並探查兩套手語系統結構差異部分的語言溝通效率與語意清晰度；（二）瞭解受試者兩套手語系統的語言能力及其語言使用情形；（三）調取受試者對兩套手語系統的語言刻板印象與手語政策態度；（四）探討現階段手語政策的實施。
本論文包含量化與質化的研究方法，研究對象為年滿十八歲、居住在大台北地區、且以手語為主要使用語言之聽覺障礙者。量化研究包含手語結構評估問卷及手語使用情形與語言態度問卷。受試者須先完成結構評估測驗，才進行手語使用情形與語言態度問卷之填答。手語結構評估問卷針對兩套手語系統之迅速程度、模糊程度、與歧異程度加以測試。語言結構評估項目共有基本詞彙、詞組、時貌、副詞、簡單句型、複句句型、與篇章等七大類共一百九十四項，以影片方式呈現。受試者每觀看完一項評估項目，即立刻根據影片內容回答問卷上之題目。語言使用情形與語言態度問卷則探查受試者手語能力、手語使用、及語言態度。本論文以非機率抽樣的滾雪球抽樣方式進行量化問卷的發放，共回收75份有效樣本，進行無母數統計分析。質化研究以深入訪談方式進行，以立意抽樣方式共訪問六名受訪者，重點在探查量化問卷所發現的結果之原因。
研究結果顯示，在結構評估測驗中，除了詞組與簡單句型之遞繫句之外，自然手語的溝通效率與語意清晰度皆高於文法手語。受試者的兩套手語系統能力均等，且兩套手語使用頻率主要決定於談話對象的語言使用。語言刻板印象與手語政策態度的調查結果顯示，受試者對自然手語有較高的評價。
依據研究結果，本論文建議現階段手語政策應調整其語言規劃方針，將自然手語納入啟聰學校正式教學語言。對未來手語政策規劃之建議為：研訂相關法令、設立專職機構、擴充手語詞彙並編撰手語字典、明訂啟聰學校教師教學溝通政策與鑑定教師手語能力、培育專業手語翻譯人才、設置手語相關節目並提供無溝通障礙環境、獎勵手語研究與推廣工作、增設相關系所。

關鍵字：台灣自然手語、中文文法手語、語言態度、語言政策		zh_TW
dc.description.abstract (摘要) This thesis aims to (1) compares the language structure of Chinese Signed Language (CSL) with Taiwan Sign Language (TSL), and investigates the efficiency, vagueness, and ambiguity of these two language systems; (2) to provide a preliminary evaluation of the implementation of Sign Language Policy in Taiwan through an investigation of the deaf’s proficiency in CSL and TSL, their use of them, and their attitudes toward both these two linguistic systems and the related policy.
Both quantitative and qualitative analyses are adopted. Quantitative analysis includes two tests. On “structure evaluation test,” the efficiency, vagueness, and ambiguity of CSL and TSL are investigated. Evaluated items are taped into 194 segments of films, distributed on 7 linguistic levels, including lexical items, phrases, tense, adverbs, simple sentences, complex sentences, and discourse. Subjects are required to answer the questionnaire immediately after each test item is shown. “Sign language use and attitude questionnaire” is to elicit the deaf’s language proficiency, language use, and language attitudes. 75 questionnaires are collected through nonprobability sampling and nonparamentric statistical test with all the subjects being deaf adults who live in Taipei area and use sign language for communication. For qualitative analysis, 6 informants were interviewed through judgemental samplings to interpret the results of the questionnaires.
The results of statistic tests indicate that TSL is more efficient, less vague and less ambiguous than CSL. Moreover, the subjects’ proficiency in the two sign language systems are equally good and their frequency of language use are decided by their interlocutors. As to their attitudes toward the two sign languages and the related language policy, all the subjects show support to TSL.
Based on the findings from the quantitative and qualitative analysis, suggestions are given as follows. Legislate the law. Establish a government institution, institute lexicology, set the instructional language of the deaf school and evaluate the proficiency of deaf school teachers. Train the interpreters and provide communication unimpediment environment. Investigate sign language research, and plant institution.

Key words: Taiwan Sign Language, Chinese Signed Language, language attitude, language policy		en_US
dc.description.tableofcontents 目次


誌謝…………………………………………………………………………………..v
目次.............................................................................................................................vii
表目次........................................................................................................................xiv
中文摘要....................................................................................................................xvi
英文摘要..................................................................................................................xviii

第一章 緒論................................................................................................................1
1.1 台灣地區手語背景及其發展…………………………………………………...1
1.1.1 台灣自然手語………………………………………………………..…1
1.1.2 中文文法手語…………………………………………………………..3
1.2 研究動機與目的………………………………………………………………...4
1.3 研究假設………………………………………………………………………...5


第二章 文獻探討……………………………………………………………………9
2.1 手語結構………………………………………………………………………...9
2.1.1 非手勢訊息……………………………………………………………10
2.1.2 手語結構層次…………………………………………………………10
2.1.2.1 語音………………………………………………………...10
2.1.2.2 構詞………………………………………………………...11
2.1.2.2.1 人稱指涉詞…………………………………....11
2.1.2.2.2 複數……………………………………………12
2.1.2.2.3 時式……………………………………………12
2.1.2.3 句法………………………………………………………...13
2.1.2.3.1 方向性…………………………………………13
2.1.2.3.2 同時性…………………………………………13
2.2 雙語現象……………………………………………………………………….14
2.2.1 個人雙語現象…………………………………………………………14
2.2.2 社會雙語現象…………………………………………………………15
2.2.2.1 地理區域的雙語…………………………………………...15
2.2.2.2 多語國家…………………………………………………...16
2.2.2.3 雙言現象………………………………………………...…16


2.3 語言接觸……………………………………………………………………….19
2.3.1 手語與口語的接觸……………………………………………………20
2.3.2 手語的特殊現象………………………………………………………20
2.4 語言選擇及其結果…………………………………………………………….22
2.4.1 範疇分析………………………………………………………………22
2.4.2 語言選擇的結果………………………………………………………23
2.5 影響語言選擇之因素………………………………………………………….24
2.5.1 語言政策與語言規劃…………………………………………………25
2.5.1.1 語言規劃的方針…………………………………………...25
2.5.1.2 語言規劃的類型與目標…………………………………...26
2.5.1.2.1 語言地位規劃…………………………………27
2.5.1.2.2 語言本質規劃…………………………………27
2.5.1.2.3 語言習得規劃…………………………………28
2.5.1.3 語言規劃實施步驟………………………………………...28
2.5.1.3.1 啟聰教育溝通模式規劃………………………29
2.5.1.3.2 手語翻譯員培訓規劃…………………………31
2.5.2 族群認同……………………………………………………………..31
2.5.3 聾人社會與聾人文化………………………………………………..32
2.5.4 語言態度……………………………………………………………..35
2.5.4.1 對語言本身的刻板印象………………………………….35
2.5.4.2 對語言使用者與語言功能的刻板印象………………….37
2.5.4.3 對語言實際使用層面的看法…………………………….39


第三章 語言結構檢測項目………………………………………………………..43
3.1 詞彙…………………………………………………………………………….43
3.2 詞組…………………………………………………………………………….44
3.2.1 名詞組結構分析………………………………………………………44
3.2.1.1 偏正詞組…………………………………………………...44
3.2.1.2 並列詞組…………………………………………………...45
3.2.1.3 方位詞組…………………………………………………...45
3.2.1.4 「的」字詞組………………………………………………45
3.2.1.5 同位詞組…………………………………………………...45
3.2.2 動詞組結構分析………………………………………………………46
3.2.2.1 偏正詞組…………………………………………………...46
3.2.2.2 並列詞組…………………………………………………...47
3.2.2.3 動賓詞組…………………………………………………...47
3.2.2.4 動補詞組…………………………………………………...48
3.2.2.5 能願詞組…………………………………………………...48
3.2.2.6 連動詞組…………………………………………………...48
3.2.2.7 兼語詞組…………………………………………………...49
3.2.3 形容詞組結構分析……………………………………………………49
3.2.3.1 偏正詞組…………………………………………………...49
3.2.3.2 並列詞組…………………………………………………...49
3.2.3.3 形補詞組…………………………………………………...49
3.2.4 介詞組結構分析………………………………………………………49
3.3 時貌…………………………………………………………………………….50
3.3.1 完成貌…………………………………………………………………51
3.3.2 持續貌…………………………………………………………………51
3.3.3 經驗貌…………………………………………………………………51
3.3.4 暫時時貌………………………………………………………………52
3.4 副詞…………………………………………………………………………….52
3.4.1 移動性副詞……………………………………………………………53
3.4.2 非移動性副詞…………………………………………………………53
3.4.3 動詞後副詞……………………………………………………………54
3.5 簡單句………………………………………………………………………….54
3.5.1 主謂句…………………………………………………………………54
3.5.1.1 動詞謂語句………………………………………………...55
3.5.1.2 名詞謂語句………………………………………………...56
3.5.1.3 形容詞謂語句……………………………………………...57
3.5.2 遞繫句…………………………………………………………………57
3.5.2.1 兩個獨立事件……………………………………………...58
3.5.2.1.1 連續關係……………………………………..58
3.5.2.1.2 目的關係……………………………………..58
3.5.2.1.3 交替關係……………………………………..59
3.5.2.1.4 情境關係……………………………………..59
3.5.2.2 軸心句……………………………………………………...59
3.5.2.3 描述子句…………………………………………………...59
3.5.3 否定句結構分析………………………………………………………60
3.5.3.1 不…………………………………………………………...60
3.5.3.2 沒有………………………………………………………...61
3.5.4 疑問句結構分析………………………………………………………61
3.5.4.1 疑問詞疑問句……………………………………………...61
3.5.4.2 選言問句…………………………………………………...63
3.5.4.2.1 A-or-B問句…………………………………....63
3.5.4.2.2 A-not-A問句…………………………………..64
3.5.4.3 附加問句…………………………………………………...64
3.5.4.4 助詞問句…………………………………………………...65
3.6 複句結構分析………………………………………………………………….65
3.6.1 並列關係………………………………………………………………66
3.6.2 承接關係………………………………………………………………66
3.6.3 選擇關係………………………………………………………………66
3.6.4 轉折關係………………………………………………………………67
3.6.5 因果關係………………………………………………………………67
3.6.6 條件關係………………………………………………………………67
3.6.7 目的關係………………………………………………………………67
3.6.8 連鎖關係………………………………………………………………67
3.6.9 總分關係………………………………………………………………68
3.6.10 解證關係……………………………………………………………..68
3.7 篇章…………………………………………………………………………….68


第四章 研究方法及進行步驟..................................................................................69
4.1 研究對象……………………………………………………………………….69
4.1.1 量化問卷………………………………………………………………69
4.1.2 深度訪談………………………………………………………………70
4.2 施測過程……………………………………………………………………….72
4.2.1 語言結構評估…………………………………………………………72
4.2.2 手語使用情形與語言態度問卷………………………………………74
4.2.2.1 基本資料…………………………………………………...75
4.2.2.2 手語使用情形……………………………………………...75
4.2.2.3 刻板印象與學習動機……………………………………...76
4.2.2.4 手語政策態度調查………………………………………...77
4.2.3 深度訪談………………………………………………………………78
4.3 資料處理……………………………………………………………………….78


第五章 語言結構評估分析………………………………………………………..79
5.1 詞彙…………………………………………………………………………….79
5.2 詞組…………………………………………………………………………….80
5.3 時貌…………………………………………………………………………….82
5.4 副詞…………………………………………………………………………….83
5.5 簡單句………………………………………………………………………….84
5.5.1 主謂句…………………………………………………………………84
5.5.2 遞繫句…………………………………………………………………86
5.5.3 否定句…………………………………………………………………88
5.5.4 疑問句…………………………………………………………………89
5.6 複句…………………………………………………………………………….90
5.7 篇章…………………………………………………………………………….91
5.8 語言結構評估分析：綜合討論……………………………………………….91


第六章 調查結果與分析…………………………………………………………..93
6.1 語言能力……………………………………………………………………….93
6.1.1 整體受試者的語言能力………………………………………………93
6.1.2 不同年齡層受試者的語言能力………………………………………94
6.1.3 不同教育程度受試者的語言能力……………………………………95
6.1.4 不同第一習得語言受試者的語言能力………………………………96
6.1.5 語言能力：綜合討論…………………………………………………96
6.2 語言使用……………………………………………………………………….97
6.2.1 談話對象………………………………………………………………97
6.2.1.1 整體受試者語言選擇與談話對象的關係………………...97
6.2.1.2 不同年齡層受試者語言選擇與談話對象的關係………...98
6.2.1.3 不同教育程度受試者語言選擇與談話對象的關係……...99
6.2.1.4 不同習得語言受試者語言選擇與談話對象的關係…….100
6.2.1.5 語言選擇與談話對象的關係：綜合討論……………….101
6.2.2 談話場合……………………………………………………………..102
6.2.2.1 整體受試者語言選擇與談話場合的關係……………….102
6.2.2.2 不同年齡層受試者語言選擇與談話場合的關係……….103
6.2.2.3 不同教育程度受試者語言選擇與談話場合的關係…….104
6.2.2.4 不同習得語言受試者語言選擇與談話場合的關係…….105
6.2.2.5 語言選擇與談話場合的關係：綜合討論……………….107
6.2.3 談話話題……………………………………………………………..107
6.2.3.1 整體受試者語言選擇與談話話題的關係……………….107
6.2.3.2 不同年齡層受試者語言選擇與談話話題的關係……….108
6.2.3.3 不同教育程度受試者語言選擇與談話話題的關係…….108
6.2.3.4 不同習得語言受試者語言選擇與談話話題的關係…….109
6.2.3.5 語言選擇與談話話題的關係：綜合討論………………..110
6.2.4 語言使用：綜合討論………………………………………………...111
6.3 語言刻板印象………………………………………………………………...111
6.3.1 整體受試者的語言刻板印象………………………………………..112
6.3.2 不同年齡層受試者與語言刻板印象的關係………………………..112
6.3.3 不同教育程度受試者與語言刻板印象的關係……………………..113
6.3.4 不同習得語言受試者與語言刻板印象的關係……………………..114
6.3.5 語言刻板印象：綜合討論…………………………………………...115
6.4 語言學習與語言使用動機…………………………………………………...116
6.4.1 工具性動機…………………………………………………………..117
6.4.1.1 整體受試者的工具性動機……………………………….117
6.4.1.2 不同年齡階層受試者與工具性動機的關係…………….117
6.4.1.3 不同教育程度受試者與工具性動機的關係…………….118
6.4.1.4 不同習得語言受試者與工具性動機的關係…………….119
6.4.1.5 工具性動機：綜合討論………………………………….119
6.4.2 融合性動機…………………………………………………………..120
6.4.2.1 整體受試者的融合性動機……………………………….120
6.4.2.2 不同年齡層受試者與融合性動機的關係……………….121
6.4.2.3 不同教育程度受試者與融合性動機的關係…………….121
6.4.2.4 不同習得語言受試者與融合性動機的關係…………….122
6.4.2.5 融合性動機：綜合討論………………………………….123
6.5 語言政策態度………………………………………………………………...123
6.5.1 教學語言……………………………………………………………..123
6.5.1.1 整體受試者與教學語言的關係………………………….123
6.5.1.2 不同年齡層受試者與教學語言的關係………………….124
6.5.1.3 不同教育程度受試者與教學語言的關係……………….125
6.5.1.4 不同習得語言受試者與教學語言的關係……………….126
6.5.1.5 教學語言：綜合討論…………………………………….127
6.5.2 電視節目手語服務…………………………………………………..129
6.5.2.1 整體受試者與電視節目手語服務的關係……………….130
6.5.2.2 不同年齡層受試者與電視節目手語服務的關係……….130
6.5.2.3 不同教育程度受試者與電視服務手語服務的關係…….131
6.5.2.4 不同習得語言受試者與電視節目手語服務的關係…….131
6.5.2.5 電視節目手語服務：綜合討論………………………….132
6.5.3 手語翻譯員使用語言………………………………………………..134
6.5.3.1 整體受試者與手語翻譯員使用語言的關係…………….134
6.5.3.2 不同年齡層受試者與手語翻譯員使用語言的關係…….134
6.5.3.3 不同教育程度受試者與手語翻譯員使用語言的關係….135
6.5.3.4 不同習得語言受試者與手語翻譯員使用語言的關係….136
6.5.3.5 手語翻譯員使用語言：綜合討論……………………….137
6.6 研究結果綜合討論…………………………………………………………...137


第七章 手語政策討論與建議……………………………………………………141
7.1 台灣地區現階段手語政策…………………………………………………...141
7.1.1 語言地位規劃………………………………………………………..142
7.1.2 語言本質規劃………………………………………………………..143
7.1.3 語言習得規劃………………………………………………………..144
7.1.4 手語翻譯員手語檢定………………………………………………..146
7.1.5 手語在電視媒體的呈現……………………………………………..146
7.2 未來手語政策規劃時程與階段性任務之建議……………………………...148


第八章 結論………………………………………………………………………151
8.1 結果分析……………………………………………………………………...151
8.2 研究限制與後續研究建議…………………………………………………...152
8.3 結語…………………………………………………………………………...153


參考書目……………………………………………………………………………154
附錄一：語言結構評估項目(篇章)………………………………………………..167
附錄二：語言結構評估項目(複句)………………………………………………..168
附錄三：語言結構評估項目(謂語句)……………………………………………..169
附錄四：語言結構評估項目(遞繫句)……………………………………………...170
附錄五：語言結構評估項目(否定句)……………………………………………..171
附錄六：語言結構評估項目(疑問句)……………………………………………..172
附錄七：語言結構評估項目(副詞)………………………………………………..173
附錄八：語言結構評估項目(時貌)………………………………………………..174
附錄九：語言結構評估項目(詞組)………………………………………………..175
附錄十：語言結構評估項目(詞彙)………………………………………………..177
附錄十一：語言結構評估問卷.................................................................................178
附錄十二：語言使用與語言態度問卷.....................................................................180		zh_TW
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dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0088555004en_US
dc.subject (關鍵詞) 台灣自然手語zh_TW
dc.subject (關鍵詞) 中文文法手語zh_TW
dc.subject (關鍵詞) 語言態度zh_TW
dc.subject (關鍵詞) 語言政策zh_TW
dc.subject (關鍵詞) Taiwan Sign Languageen_US
dc.subject (關鍵詞) Chinese Signed Languageen_US
dc.subject (關鍵詞) language attitudeen_US
dc.subject (關鍵詞) language policyen_US
dc.title (題名) 台灣地區聾人手語選用情形與現行手語政策之探討zh_TW
dc.title (題名) Language Choice and Language Policy of the Deaf Community in Taiwanen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) 參考書目zh_TW
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