我們都會說華語；也就是說，我們都具備華語的語言知識（linguistic knowledge）。不過，我們對這樣的知識往往是無意識的（unconscious）。我們會說華語，所以我們不會說出不合華語語法的病句；即使說了，我們也會立刻察覺到自己所說的是病句。然而，我們平時並不會特別關注這些語言知識，更不可能去歸納，甚至是解釋這些語言知識。
比如說：我們想要稱讚一個人唱歌很好聽，我們會說：「他唱歌唱得很好聽。」「他唱得很好聽。」但我們絕對不會說：「他唱歌得很好聽。」我們並不是先意識到補語標記「得」必須緊跟在動詞之後，然後才說出「他唱歌唱得很好聽」、「他唱得很好聽」這類句子的。然而，若是我們全然不知「補語標記『得』必須緊跟在動詞之後」這項語法規則，為何我們絕對不會說出「他唱歌得很好聽」這樣的句子呢？由此可見，會說華語的人，儘管具備華語的語言知識，對這些知識卻不一定有清楚的察覺。語言學的任務，就是要客觀地省視、歸納、解釋這些為人們所擁有卻往往未被察覺的語言知識。
對語言知識的洞察，是一個語言專業人士必須具備的素養。一個語言專業人士必須能透過客觀的方法，清楚地告訴別人，為何這麼說是對的、那麼說是不對的，為何這樣的表達方式比那樣的表達方式還來得妥當。一個稱職的對外華語教師也必須具備這樣的專業素養，才能向學生提供正確且適於學習的例子，並精準掌握學生的語言偏誤所在，有效提升學生的華語能力。此外，對語言知識的洞察使文學賞析更能扣緊文本的本質，強化文學賞析的客觀性。
本課程是漢語語言學的入門課程，分上、下學期講授。本學期擬自語言學的基本概念出發，以華語（又稱「現代漢語共通語」、「現代標準漢語」）為主要探討對象，概述：一、漢語的類型特徵；二、漢語語音與音韻系統；三、漢語構詞與詞彙關係，期能幫助學生掌握漢語語言學的基本觀念與思考模式，並引導學生將漢語語言學的知識與理論應用於華語教學與文學賞析。
We all speak Chinese; that is, we all have linguistic knowledge of Chinese. However, our knowledge of this kind is often unconscious. We will speak Chinese, so we will not say bad sentences that are not in line with Chinese language; even if we say it, we will immediately realize that what we are saying is bad. However, we usually do not pay special attention to these language knowledge, and it is even more impossible to learn or even explain them.
For example, we want to praise someone who sings well, and we will say, "He sings well." "He sings well." But we will never say, "He sings well." We do not realize that the linguistic tag "de" must follow the lyrics before saying sentences such as "he sings well" and "he sings well". However, if we are completely unaware of the grammatical rule that “the 'recitation' must be followed closely by the lyrics”, why would we never say a sentence like "he sings well"? From this we can see that people who can speak Chinese, although they have Chinese language knowledge, may not have a clear understanding of these knowledge. The task of language learning is to visually conceal, understand, and explain these language knowledge that people have often not been perceived.
Insight into language knowledge is a must-have for language professionals. A language professional must be able to clearly tell others through guest-viewing methods, why this is right, and why this way of expression is more appropriate than that. A foreign Chinese teacher who is known as a profession must also have such professional qualities in order to provide students with correct and appropriate learning examples, and accurately grasp students' language biases, and effectively improve students' Chinese abilities. In addition, insight into language knowledge allows literary analysis to more closely correlate the essence of text and enhance the objectivity of literary analysis.
This course is an introductory course for Han language, which is taught in the upper and lower grades. This period of study was developed based on the basic concepts of self-linguistics, with Chinese (also known as "modern Han language common language" and "modern standard Han language") as the main exploration objects, and summarized: 1. Type characteristics of Han language; 2. Han language voice and sound System; 3. The relationship between Han language structure and lexicon, hoping to help students master the basic concepts and thinking patterns of Han language, and guide students to apply Han language knowledge and theory to Chinese language teaching and literature analysis.
1.指定閱讀：舒兆民 2021 《現代漢語語言學概要》，臺北：新學林。
2.建議閱讀：
(1)邵敬敏 2016 《現代漢語通論》，第三版，上海：上海教育出版社。
(2)謝國平 2022 《語言學概論》，第四版，臺北：三民書局。
(3)黃宣範主編 2021 《語言學：結構、認知與文化的探索》，臺北：國立臺灣大學出版中心。
(4)王力 2017 《漢語史稿》，第三版，北京：中華書局。
(5)Fromkin, Victoria, Robert Rodman, and Nina Hyams. 2018. An Introduction to Language. 11th ed. Taipei: The Crane Publishing Company.
1. Designated reading: Shu Zhaomin 2021 "Overview of Modern Han Languages", Taipei: New Learning Forest.
2. Suggested reading:
(1) Shao Jingmin 2016 "Comprehensive Modern Han Dynasty", third edition, Shanghai: Shanghai Education Press.
(2) Thank you Guoping 2022 "Overview of Language", fourth edition, Taipei: Sanmin Book Bureau.
(3) Editor of Huang Xuan 2021 "Discussion on Structure, Knowledge and Culture", Taipei: National Taiwan University Publishing Center.
(4) Wang Li 2017 "Draft History of Han", third edition, Beijing: China Book Bureau.
(5)Fromkin, Victoria, Robert Rodman, and Nina Hyams. 2018. An Introduction to Language. 11th ed. Taipei: The Crane Publishing Company.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 期中考試期中考試 Midterm exam |
30 | |
| 期末考試期末考試 Final exam |
30 | |
| 問題討論（含第17-18週自主學習作業）問題討論（含第17-18週自主學習作業） Question discussion (including independent learning operations from the 17th to 18th week) |
20 |
