外籍學生一到臺灣，不僅遇到許多跨文化障礙，也在生活溝通中碰到許多溝通困難。由於在歐洲成長的經歷以及對於日本文化抱持強烈的興趣，筆者相信探索歐洲與日本華語學習者對於臺灣生活情境以及他們對於當代華語流行詞彙的理解難點是值得研究的。因此，本研究的目的在於為歐洲與日本籍華語學習者設計一套合適的華語CEFR基礎級流行補充教材。藉由根據需求分析編寫出的補充教材以及教學實驗，筆者不僅希望能提高歐洲與日本籍學生的華語流行詞彙能力，亦能改善華語教材的設計。
本研究先探討第二語言的補充教材、生活詞彙教材的相關論文、歐洲中文教學現況、任務教學以及情境式教學的相關研究。接著，從上述文獻總結出如何設計補充教材。根據相關資料的探討、學習者需求分析及問卷調查設計出華語CEFR基礎級補充教材，以提高歐洲與日本籍華語學習者的流行詞彙能力。
由教學實驗得知，歐洲學生較喜歡教師使用投影片，而日本學生則將學習焦點放在課文。以多元的練習、活動及文化主題來刺激歐洲與日本學生運用流行詞彙。因此，本研究發現透過量身訂做的補充教材，輔以正確的教學方法，能提升歐洲與日本籍華語學習者對於流行詞彙的理解與使用。

As soon as foreign students arrive in Taiwan, they face not only a cross-culture barrier but, more importantly, a lot of communication difficulties in daily-life situations. With a European upbringing, and a strong interest in Japanese culture, the author believes it is worthwhile to exploring the differences between European and Japanese students in Taiwan in terms of understanding daily-life vocabulary in daily-life situations. Therefore, this study aims to design a suitable A2 level supplementary daily-life Mandarin vocabulary for European and Japanese students. With the needs analysis, supplementary teaching material and its teaching experiment, the author not only hopes to improve the daily-life vocabulary ability of European and Japanese students, but also to enhance current Chinese teaching material design.
This study discusses the current situations of Mandarin teaching in European schools, references about supplementary teaching materials, daily-life vocabulary teaching materials and task-based as well as situational language teaching methods. Then, based on these discussions, we get a concept of how to design the supplementary teaching material. By adding the analysis of related materials, needs analysis, questionnaire design and its results, the study tries to design an A2 level Chinese supplementary teaching material.
The teaching experiment results indicated that European students preferred the teacher using the PPT as a teaching tool; whereas Japanese students tend to use the text as the main learning source. Through various practices, activities and culture topics, we stimulated both European and Japanese students to use the daily-life vocabulary in the classroom. Therefore, not only through the supplementary teaching material design itself, but also via an approriate teaching method, we can help European and Japanese students to better understand daily-life vocabulary and use them.

目錄
中文摘要 I
ABSTRACT II
目錄 IV
表目錄 VI
圖目錄 VII
第一章 研究緒論 1
1.1 研究動機 1
1.1.1 荷蘭萊頓大學華語教學現況 1
1.1.2 荷蘭萊頓大學漢學系教學探討 2
1.1.3 歐洲中文教學現況 3
1.2 研究目的與問題 6
1.2.1 研究結果預測 7
第二章 文獻探討 9
2.1 補充教材 9
2.1.1 多媒體補充教材 9
2.1.2 非多媒體補充教材 12
2.2 生活詞彙相關論文探討 14
2.2.1 現代漢語新詞的發展 14
2.2.2 現代漢語新詞的界定 16
2.2.3 挑選生活詞彙原則 18
2.3 任務型教學 20
2.3.1 任務型教學的定義及重要性 21
2.3.2 任務型教學的運用 22
2.4 情境式教學 25
2.4.1 關於SLT的定義及其重要性 25
2.4.2 關於如何運用SLT 26
2.5 本章小結 29
第三章 研究方法 31
3.1 研究步驟 31
3.2 受試者的基本資料 32
3.3 收集資料方法 33
3.4 挑選的當代華語流行詞彙 34
3.5 教材設計方法 35
3.6 任務型活動設計方法 39
3.7 任務教學實驗 41
3.8 本章小結 42
第四章 研究結果 43
4.1 訪談與需求分析結果 43
4.1.1 歐洲與日本華語學習者對於情境類型的難點 43
4.1.2 歐洲與日本華語學習者對於華語生活詞彙之理解難點 45
4.1.3 受試者對於開放問題的回應 50
4.2 教學内容的編纂 52
4.3 教學實驗結果分析 52
4.3.1 前測的結果 52
4.3.2 進入教學實驗分析的過程 55
4.3.3 任務活動的過程 56
4.3.4 後測的結果 57
4.3.5 受試者對於整個教學實驗的回饋 59
4.4 本章小結 60
第五章 結論與建議 61
5.1 結論 61
5.2 本研究之限制與對未來研究之建議 63
5.3 教學展望 64
參考文獻 65
附錄一：訪談問卷 73
附錄二：教材主體 81
附錄三：任務活動的【好人卡】 83
附錄四：教學實驗的前測 85
附錄五：教學實驗的教學教案 89
附錄六：教學實驗後測的實例 91
附錄七：教學内容的編纂… 95
附錄八：任務活動上台對話的逐字稿 107

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