隨著漢語學習在全球範圍內逐漸升溫，國際漢語教師的培養成為了焦點。迫於全球疫情的蔓延，教師教育開始普遍採用線上教學的模式，然而關於國際漢語教師的線上教學研究十分缺乏。本研究以國際漢語教學專業研究生為物件，實施了關於任務型教學法的線上教學。研究收集了學生在Moodle 論壇上的反思和討論，運用文本挖掘（text-mining）技術提取出有意義的、具有代表性的資訊，展示了學生對任務型教學法的認知發展過程。基於研究結果，本文建議針對國際漢語教師的線上教學需要充分發揮資訊技術的能供性，為啟動教師先備知識、促進教師反思、合作討論以及知識建構創造條件。Since the widespread of learning Chinese in the global context, increasing attention has been paid to teacher education of Chinese as an international language (CIL). Due to the Covid-19 pandemic, online teaching mode has been widely employed in teacher education. However, a dearth of research has investigated the training of CIL teachers via online teaching mode. The study conducted online teacher training about task-based language teaching (TBLT) to master’s students of teaching CIL. The study applied the text mining technique to analyze the reflections and collaborative discussion that were generated by the students on the Moodle and extracted the meaningful and representative themes from the students’ written texts to demonstrate development in their understanding of TBLT. Based on the results, the study suggests that online teacher education should use technology to provide teachers with opportunities for reflecton, collaborative discussion and knowledge construction. Copyright © 2021 香港教育大學中國語言學系、哥倫比亞大學中文部、中華書局（香港）有限公司.

The study was conducted under the backdrop of the increasing demand of Mandarin-learning in Scotland and Hong Kong. Inspired by Gardner’s (2010) socio-educational model, this study is the first to compare students’ integrative motivation towards learning Mandarin under the two contexts. The data was obtained from a total of 132 secondary school students (54 from Hong Kong, and 78 from Scotland) through questionnaires. It also aimed to examine the robustness and culture-specific applicability of the model. Due to the geographical proximity and cultural similarity to Chinese, the integrativeness of non-Chinese speaking (NCS) students in Hong Kong is expected to be relatively higher compared to the students in Scotland. However, the results showed that NCS students displayed lower integrative motivation than students in Scotland. The significant difference we identified lay upon one of the constructs - fear of assimilation. This unexpected phenomenon could invite more in-depth studies on factors affecting integrative motivation in learning Mandarin.漢語作為第二語言的學習日益普及，無論是香港的非華語學生，或是全球的「漢語熱」，都顯示需求日益增長。本研究以Gardner（2010）的社會教育模式為理論基礎，比較了兩種語境下學生學習普通話的綜合動機。 是次研究的數據來自132 名中學生（54 名香港非華語學生，78 名蘇格蘭本地學生）的問卷調查結果。本研究還旨在了解社會教育模型在特定文化的適用性。由於香港地理上相鄰內地，文化亦相似，所以香港非華語學生的綜合性預期會比蘇格蘭的學生高。然而，結果卻顯示非華語學生的綜合動機較蘇格蘭學生為低。我們發現的顯著差異在於其中一個建構因素─對同化的恐懼。這個現象能讓我們對綜合動機及跨文化的因素進行更深入的研究。 Copyright © 2021 香港教育大學中國語言學系、哥倫比亞大學中文部、中華書局（香港）有限公司.