尋路指引為常見的人際互動，路徑指引中展現了指路者的空間認知概 念，本研究針對漢語路徑指引，從三方面檢視其中的空間參照認知:空間 描述視角的使用、地標的選擇與偏好常用句式。最後再以統整出的常用句 式檢核當今華語教材中的路徑指引內容，並提出教材內容設計建議。
本文研究對象為60位漢語母語者，受試者分兩組，分別以地圖或實際 行走路線影片了解路線樣貌，接著產出路徑指引。研究發現:(1)路線呈 現方式不影響空間視角的使用，兩組皆使用如同行進在路上的路徑視角 (route perspective)產出路徑指引;(2)地圖組選擇的地標位置集中在重 要節點(出發地、目的地、轉彎點)，影片組選擇的地標位在出發地、目的 地與數個路線複雜地點;(3)路線呈現方式影響路徑指引句式使用，地圖 組的路徑指引句有整體性，影片組的路徑指引包含較多細節描述與詳細的 行動句;(4)本研究統整之漢語路徑指引句式對比當今華語教材相關內容 後，提出一份教材內容補充建議。

Route directions include a sequence of instructions indicating the way to find the destination. Route directions show what perspective the speaker/direction giver takes. And the speaker/direction giver also refers to some landmarks to help with the direction seeking. The study reported here intended to identify the spatial cognition of the route directions in Mandarin. In the study, two groups of participants learned routes by maps or videos, respectively. Then, they generated route directions to help people find their way at the routes they just learned. Results revealed that both groups of participants use the route perspective while generating route directions. However, the landmarks which the map group referred to were around the critical points (the starting point, the terminal point, and the reorientation points). Most of landmarks that the video group mentioned were at the starting point and the terminal point. Others were related to the specific regions of the routes. Furthermore, the number of the sentence generated by the video group are more than the map group. But, route directions from the map group were complete and simple; the video group showed more details of he routes. The study concludes that the perspective taking, the landmark reference and the language form show the different aspects of the spatial cognition of route directions.

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