臺灣「對外華語教學能力認證考試」已施行12年，其中「華語口語與表達」 一科，特別強調語音與口語表達能力是華語教師的專業，也是語言教學必備的示 範能力。本文檢視12年來教育部公佈的樣題題目，一方面觀察命題趨勢，一方 面進行反思與檢討，提供未來命題與準備考試的參考。 在歷年公告的考試樣題中，依照語音考點分項，我們逐年列出考題以比較研 究，依此探究試題設計意涵與特性，加上筆者閱卷經驗和考生訪談回饋分析探討 後，獲得一些研究發現。在考題方面：語音考點分配不均，太偏重在厶上聲、 翹舌音。建議命題時能多考兼有兩個以上考點的字詞，同時可安插一兩個難辨 認、易錯讀的常用字詞。在考生應考方面：可針對考點勤加練習，對考試用錄音 的方式要有心理建設，平常即需把正確發音練到習慣、自然。

Taiwan's "Certificate in Teaching Chinese as a Foreign Language" has been implemented for 12 years. Among all of them, the "Chinese verbal expression" course specially emphasize that pronunciation and speaking skills are major prerequisite ability for Chinese teachers and essential demonstration for language teaching. This article examines the sample questions published by the Ministry of Education over the past 12 years. On the one hand, it observes the trend of the proposition of the test; on the other hand, it conducts reflection and review, providing reference for future propositions and exam preparation. According to the point distribution in the pronunciation tests, we listed the test questions year by year for comparative study. Based on this, we probed into the meaning and characteristics of the designing of the test questions. With the author's reading experience and interview feedback analysis, we got some research findings. In the exam area: uneven distribution on sounds in pronunciation tests, excessive emphasis on word stress in en h /eng U, on the fall-rise tone, and cacuminal. The recommended proposition can test more than two words at the test center, at the same time place one or two commonly used words that are difficult to identify and commonly misread. Candidates in the examination should be: diligently practice for the test center, the recording method of the test should have psychological construction, usually need to get the correct pronunciation practice, of course.