2009~to date

國立臺灣師範大學 華語文教學系暨研究所 （原 華語文教學研究所, Graduate Institute of TCSL）

1. 張為貞 (2024)

2. 馬千惠 (2024)

3. 王韻涵 (2024). 《以語料庫為本之漢語約量詞「上下／左右」語義探析》。A Corpus-Based Investigation on Approximators ‘Shangxia’ and ‘Zuoyou’ in Mandarin

4. 朱鈞辰 (2023). 《對象性介詞後接動詞初探——以「向」、「對」、「跟」為例》。A Preliminary Study of the Prepositions "xiang", "dui" and "gen"

5. 黃俊傑 (2023). 《經濟華語詞表建置與詞彙特色分析──以《經濟學人》為例》。Economic Chinese Word List and Lexical Features: Based on The Economist.

6. 余安維(2023)。《日籍華語學習者能性結構偏誤分析及其教學應用》。An Error Analysis on Japanese CSL Learners' Usage of Chinese Potential Expressions and its Pedagogical Implications.

7. 張庭瑄 (2023).現不同國籍學習者支閱讀理解表現探究-- 以華裔和日籍學習者為例》。Reading Comprehension of Chinese Learners in Different L1 Backgrounds: A Case Study of Chinese Heritage Learners and Japanese CSL Learners. 

8. 劉起芳 (2022)。《現代漢語表被動義『受』字句研究--兼談與「被」字句之異同》。A Study of Passive Sentence with "shou" in Contemporary Chinese and the Comparisons with "bei" Sentence.

9. 盧萱錡（2022）。《漢語「X連連」構式的能產性與創新性研究》。A Usage-Based Study on Productivity and Creativity of Chinese “X-Lianlian” Construction.

10. 許瀞文 (2022)。《 漢語動物分類詞教學探究：以形象義素為本之語用依據與教學建議》。A Pedagogical Study on Chinese Animal Classifiers: Pragmatics-based and Instructional Suggestions based on Image Sememe.

11. 陳瀅伃 (2021)  韓籍學習者於漢語雙及物構式習得探究》。An Empirical Study on Korean Learners’ Acquisition of Mandarin Ditransitive Constructions. 

12. 詹士微(2021)。《以語料庫為本探究多變項與雙及物構式的偏向分布》。A Corpus-Based Investigation on Multiple Variables Influencing Ditransitive Constructions. 

13. 蘇韵文(2020)。國際學校兒童華語在地化輔助教材編製初探》。A Preliminary Study on Glocalization of Chinese Supplementary Teaching Materials for Children in International Schools.

14. 翁雅慧 (2020)。《隱喻意識提升對華語多義詞學習之探究：以「吃」、「上」、「白」為例》。The Research of Metaphor Awareness on Learning Chinese Polysemy as a Second Language: A Case Study of "Chi" and "Shang" and "Bai".

15. 張書蜜(2020)。 實時處理中搭配詞一致性對華語學習者的影響—以英語母語者為例》 。The Influence of Collocational Congruency on English-Speaking Learners of Chinese in a Real-time Experiment.

16. 周妘珊 (2020)。漢語連貫關係於閱讀處理作用之探究》。The Effect of Coherence Relation on Mandarin's Reading Processing.

17. 李宜靜 (2020)。基於構式語法的現代漢語雙及物構式教學之成效》。Effects of Construction Grammar-based Instruction on modern Chinese Ditransitive Constructions.

18. 葉書羽 (2020)。以台灣旅遊主題融入中初級華語寫作之教材編寫—以記敘文為例》。Integrating the Theme of Traveling in Taiwan into the Design of Narrative Writing Material for Intermediate-Low Chinese Language Learners.

19. 林妤靜 (2020)。漢語動後『上』的語料庫與意象圖分析及教學應用》。A Corpus -Based and Image Schematic Analysis of Mandarin Post-Verb "Shang" and its Pedagogical Implications. 

20. 鄭采菁 (2019)。《幽默融入華語教材之需求分析初探漢》。A Preliminary Study on Needs Analysis of Integrating Humor into Chinese Teaching Materials.

21. 林冠妤(2019)。漢語路徑指引中視角與參照地標之探究》。A Study on Perspective and Landmark Reference in Mandarin Route Directions.

22. 梁安琪 (2019)。《隱喻及轉喻意識與圖像對華語慣用語學習之影響：以身體）隱隱喻及轉喻意識與圖像對華語慣用語學習之影響：以身隱喻為例喻為例》。Effect of Metaphor and Metonymy Awareness and Pictures on Chinese Idioms Learning: a Case Study of Body Metaphors

23. 張純豪 (2019)。漢語放置事件描述中起點與終點訊息使用之探究》。Source and Goal Specifications in Chinese Placement Event Expressions.  

24. 湯立群 (2018)。《二語詞彙知識與文本複雜度對閱讀理解的影響－以華語學習者為例》。The Impacts of Vocabulary Knowledge and Text Complexity of the Second Language on Reading Comprehension－A Case Study of Chinese Learners.

25. 吳盈臻 (2017)。IBDP中文A 語言與文學之課程個案研究》。 A Case Study of IBDP Chinese A Language and Literature.

26. 葉雯瑾 (2017)。《漢語教育隱喻分析及華語教學應用 》。Educational Metaphors in Mandarin Chinese and their Pedagogical Applications.

27. 林書宇 (2017)。漢語心理致使動詞之語言形式探究與教學應用》。An Investigation of Chinese Causative Psych Verbs and Pedagogical Application.

28. 雷達莉 Lestari Mahastuti (2016)。《華語學習者詞彙廣度與深度知識測試的設計》。Test Design of Breadth and Depth of Vocabulary Knowledge for Chinese Learners.

29. 翁子韻 (2016)。《顯性教學對於波蘭籍華語學習者關聯詞寫作使用之影響》。A Study on How Instruction affects Polish learners' use of Chinese Connectives.

30. 陳意鈞 (2016)。《語境效應於漢語偏向型同音異形詞歧義解困歷程之研究》。Contextual Effects on Mandarin Biased Heterographic. Homophone Resolution.

31. 陳品蓉(2016)。《漢語敘述體趨向事件表述之偏好與視角探究》。Preferences and Points of View in Narrative Chinese Motion Event Expressions.

32. 周俞姍(2015)。《華語溫度相關多義詞探究與教學應用--以經濟新聞為例》。A Study of Polysemy of Temperature-related Words in Mandarin and Its Pedagogical Applications: a Case  Study of Economic News.

33. 吳昱葶(2015)。《自學式商用華語示範教材設計──以拒絕和道謝為例》。 A Demonstrative Material design of Self-access Business Chinese learning: the Case of Declining and  Expressing Gratitude.

34. 黃奕寧(2015)。《結合認知語義與概念圖於華語多義詞教學上實證研究－以「吃」和「發」為例 》。Applying Cognitive Concept Maps in Teaching Chinese Polysemy as a Second language: A Case Study of  "Chi" and "Fa".

35. 廖思涵(2014)。《漢語飲食範疇隱喻詞彙之探析與教學應用》。An Experimental Study on Conceptual Metaphor: Food-related Words in Mandarin Chinese and their Pedagogical Applications.

36. 陳昱蓉 (2014)。《現代漢語「做」字詞歧義與消解歧義研究》。The Ambiguity and Disambiguity of Zuo-related words in Mandarin Chinese.

37. 李菊鳳(2014)。《中級華語寫作教材探究： 以應用文求職自傳為例》。Practical Writing in Intermediate TCSL: Using resume autobiographies as an example.

38. 吳佳容(2013)。《華語第三人稱回指分析--以母語者與英、日語背景學習者為例》。A Comparative Study on the Use of Third Person Anaphora in Chinese among Chinese Native Speakers, English and Japanese Learners.

39. 陳以萱(2013)。《以任務式教學法設計中級華語口語交際練習之研究》。Task-Based Approach: A Study on Intermediate Oral Communicative Practice Design for CSL Learners.

40. 陳品文 (2012)。《 漢語重動構式初探及其教學應用》。A Preliminary Study on the Verb-Copying Construction and its Pedagogical Applications

41. 林倩如 (2012)。《漢語可能構式「V得/不C」之探究及其教學應用》。On Mandarin Potential complement Constructions “V de/bu C” and it’s Pedagogical Applications for TCSL.

42. 許依菡 (2011)。《中級商務華語口語溝通課程之設計與實證 》。The Research of Chinese Writing Material Design for Beginning- Intermediate Chinese Heritage Learners.

共同指導

       廖玉蕙 (2011)。《中級商務華語口語溝通課程之設計與實證》。A Study on Intermediate Spoken Communication Course for Business Chinese: Analysis, Design, and Implementation.