CALIFORNIA STATE UNIVERSITY

MONTEREY BAY

Cultural Orientation for Mandarin Language Immersion

CAPSTONE PROPOSAL

Submitted in partial satisfaction of requirements of the degree of

MASTER OF SCIENCE in

Instructional Science and Technology

Cong Li

September 7, 2019
Capstone Approvals: (At least one advisor and capstone instructor should approve)

___________________________ _____________
Advisor Name Signature Date

___________________________ _____________
Capstone Instructor Name Signature Date
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TABLE OF CONTENTS

Executive Summary 3

Introduction 4
Background on project 4
Problem description 4
Target audience and context 5
Literature Review 5

Solution Description 7
Goals of the project 7
Learning Objectives 7
Proposed solution to fulfill the gap 7
Learning theories and instructional principles 8
Instructional Strategies 9
Media components 9
Anticipated challenges 10

Methods and Procedure 10

Design 10
Develop 11
Steps to finish the project 12

Resource 13
Technical skills 13

Timeline 13

Evaluation 15
Formative evaluation plan 15
Summative evaluation plan 15

References 16

Appendix A. Usability Questionnaire 17

Appendix B. Sample Pre-test and Post-test questions 19

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Executive Summary

To prepare students for an effective and pleasant language immersion experience in Taiwan, this
project intends to expand learner current linguistic capability and socio-cultural knowledge on
several important cultural aspects including Taiwan’s food culture, local dialects, important
historical figures, and major political parties.

The main audience for this e-learning product are students of Mandarin Chinese at Defense
Language Institute (DLI). Language related tasks for their job include translation, transcription,
and gathering intelligence information on China’s current development. By the time they depart
for overseas immersion, learners have learned most of the linguistic and cultural knowledge from
textbooks in the classroom. They have also learned the basic vocabulary and sentence structure
to produce the Chinese language. However, they lack linguistic and cultural knowledge that is
unique to Taiwan. Most students have more background knowledge about mainland China than
about Taiwan.

The e-learning product using multimedia will present useful information and cultural tips
followed by adequate practice to facilitate and retain learning. The self-paced feature is suitable
to address individual’s learning styles and provide timely feedback to individual learners. During
the training, they will be exposed to simulated real life environments in which they can practice
real life tasks that they will encounter in overseas immersion. This cultural orientation training
will boost student confidence in communicating with the local people in the target country and
immerse themselves in the target culture.

The project will be developed using human resources and technology at DLI. While the Chinese
teachers will provide audio recordings and narrations, the military language instructors and
current Chinese students will provide evaluation and feedback. The instructional designer will
deliver the final product via Universal Curriculum Assessment Tool (UCAT).
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Introduction
Background on project

The target audience are military linguists in a 64-week intensive Chinese Mandarin
course. They will go to Taiwan for overseas language immersion from week 36 to week 40.
Before going overseas, they have a good vocabulary foundation and learned some general
Chinese culture about food, dialects, history, and politics. However, there are specific cultural
tips that are unique to Taiwan. Their daily lessons at DLI are content-based and mostly related to
society, culture, economy and politics in mainland China. Most students are not aware of some
major differences between these two regions. Area study courses are focused on general topics
and are taught in English. Students do not have the opportunity to learn Taiwan’s unique culture
systematically in Chinese.
Problem description

When students start their first day of the overseas immersion trip, they should be able to
understand some of the local dialect or word usage and have enough confidence to communicate
with the local people. They should apply circumlocution strategies in daily tasks, including
ordering food, shopping for daily necessities, etc. As the immersion trip progresses, they should
be able to express their opinions on current events or have a debate with local students or
professors using their background knowledge in an appropriate manner.

By the end of the trip, they should have an overview of how people’s lives are influenced
by Taiwan’s politics. Before traveling overseas, students know the basic vocabulary and phrases
to order food in a restaurant, but they have only practiced this task in a role-play with made-up
names of Americanized Chinese food. Meanwhile, teachers use standard and formal expressions
to play the role of waiters or waitresses. In terms of historical events, they only know the basics
of the Chinese Communist Party (CCP) and the Kuomintang (KMT) but have no idea of how the
development of the Democratic Progressive Party (DPP) has influenced cross-strait relations or
people’s viewpoints on the unification issue.

With the cultural orientation training, students will expand their current linguistic
capability and socio-cultural knowledge. This will lead to increased confidence in
communications with the local people in the target country. They will also be exposed to
simulated real life environments in which they can practice real life tasks that they will encounter
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in overseas immersion. The background information on Taiwan’s political parties will facilitate
students to formulate their opinions on the unification issue.
Target audience and context

The target audience are military linguists enrolled full time in the basic Chinese course at
DLI. They attend class for at least six hours a day and the whole course is 64 weeks long. Since
the majority are millennials, they all have good computer skills to do research or access
information online.

Students will experience ease in learning. Since they already have a foundation of
vocabulary and sentence structure, the new social and cultural information will elicit their prior
knowledge; then they can expand it to acquire new knowledge. All students are very motivated
about this topic. It will build their confidence and prepare them for a better immersion
experience.

The e-learning modules will be completed by students as homework assignment. All of

them are assigned MacBook Pros for schoolwork and they live on base with good internet
connections. They should be able to follow the instructions and navigate the e-learning product
without encountering any difficulties.
Literature Review
It is commonly acknowledged that a study abroad program is an integral part of a
successful foreign language program. Various studies have shown that preparation before
overseas immersion should include the delivery system, linguistic proficiency, and cultural
competency.
Considering time constraints and cost efficiency, selecting online delivery of the foreign
language training can be cost-effective but not without challenges. Oliver, Kellogg, and Patel
(2012) surveyed both students and teachers at the end of the online foreign language course at
North Carolina Virtual Public School and concluded that conducting foreign language instruction
online with limited synchronous sessions reduces opportunities for language learners to listen
and speak the foreign language. Foreign language learning requires more demonstration and
communication. Therefore, online instructional design of the foreign language training must
provide adequate teacher demonstration and communication opportunities (Oliver, Kellogg, and
Patel, 2012).
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Through qualitative and quantitative methods, Stickler and Shi (2013) also identified
much that is lacking in the online language instruction and suggested ways to improve
synchronous online language instruction and design. Research findings have shown that both
pedagogical and methodological skills are needed to design effective online language instruction.
It is an irreversible trend that more and more foreign language instructions will be conducted
online. Both the instructors and students must be responsible and prepared for either designing or
participating in the virtual language classroom.
Once the delivery system is decided, the content of the linguistic and cultural preparation
has to match the learning outcomes. Kruse and Brubaker (2007) discussed effective immersion
curriculum, but also addressed the importance of preparation and postprocessing. Even though
the immersion office often provides pre-departure orientation that touches upon cultural aspects
of the host country, the language instructors who are subject matter experts in language teaching
bear the responsibility to systematically introduce the foreign culture long before the overseas
immersion. In this way, students will be better prepared for a more productive immersion
experience in the host country where they not only learn the language, but also discover and
embrace the different culture.
Dunlap and Mapp (2017) also recognize the importance of cultural preparation classes for
international field placements. International social work internships require basic knowledge
about the foreign country’s culture and customs. It is important to raise student cultural
awareness and cross-cultural competence before their in-country experience. As an integral part
of the course, tips on living abroad, and understanding the values of the destination country are
also introduced to students who will work in field international social work.
A common misunderstanding is that study abroad will automatically increase student
language proficiency and cultural awareness. Based on empirical data, Brewer and Cunningham
(2010) pointed out that study abroad programs may not improve student linguistic skills or
cultural competency. To maximize student in-country experience, language instructors must
embed cultural preparation in the language course before overseas immersion. The intentional
and deliberate approach will have a bigger impact on student learning and performance in the
target country.
In conclusion, a well-designed pre-immersion training lays a solid foundation to build
student socio-cultural competency during overseas immersion. The online platform delivers the
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training to more students, fosters student autonomy, and boosts student self-confidence. With
linguistic features and cultural implications embedded in the content, the training will better
prepare students for their overseas immersion experience.
Solution Description
Goals of the project

By completing this training, learners will have a clear picture of Taiwan’s food culture,
common local dialects, historical figures and their contributions, and two major political parties
and their influence. They will be able to apply the newly learned knowledge when they travel to
Taiwan for immersion
Learning Objectives
● Given various scenarios, learners will be able to select the authentic Chinese dishes for
each scenario. Their selection should be consistent with that in the training presentation.
● Given a list of Chinese words, learners will be able to match each word used in Mainland
China with its equivalent word that is used in Taiwan with 100% accuracy.
● Given a presentation about Sun Yat-sen and Chiang Kai-shek, learners will be able to
classify a list of statements to the right category with 100% accuracy.
● Given the history of the Republic of China, learners will be able to calculate any given
year using the Republic of China calendar with 100% accuracy.
● Given an interview about Taiwan’s political parties, learners will be able to organize their
notes using a graphic organizer that covers at least 90% of the major points in the
interview.
Proposed solution to fulfill the gap

Using the learner analysis and task analysis, the instructional designer will design a self-
paced online training including four learning modules that will cover food culture, local dialect,
historical figures, and political parties. Students will be assigned this training as homework
approximately two weeks before they depart for Taiwan. If they have any questions regarding
the content of the training, they can consult the instructors during class time. The self-based
option gives adult learners flexibility to choose when to take the training and provides them with
additional resources to explore if they want to.
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The content of this training is selected based on learner needs in an authentic language
environment. Module 1 will introduce authentic local food and Chinese food culture. Learners
will learn how to order local food, what to order and appropriate behaviors in the target country.
Module 2 will compare different word usages in mainland China and Taiwan. Students will be
able to understand common local dialects and feel confident speaking with local people. Module
3 provides historical background on Sun Yat-sen and Chiang Kai-shek. Students will be able to
associate different places of interest in Taiwan with these two historical figures and get an
overview of Taiwan’s political history. Module 4 summarizes viewpoints of Taiwan’s two
political parties. By learning the political views of these two parties, students will understand the
current relations between mainland China and Taiwan and make predictions in respect to the
cross-strait unification issue. Furthermore, they will get an overview of Taiwan’s political
environment when interacting with the local people.
Learning theories and instructional principles
The learning outcomes will be focused on intellectual skills, cognitive strategies, and
verbal information. Therefore, the e-learning product will apply cognitivist learning theory and
utilize some of Gagne’s learning theory. The basic format of instruction will be attracting the
attention of the learner, activating their prior knowledge, presenting the information, providing
opportunities to practice, and assessing their learning. Guided discovery will also be included to
allow learners to explore and acquire additional information.
Cognitivist learning theory dominates Merrill’s First Principles of Instruction. The
activation phase helps the learner to retrieve their stored knowledge and prior experience. The
activation phase engages the learners and motivates them to learn. The
demonstration/presentation is an explicit way of showing the learners what to do and how to do
it. Cognitivism also encourages practice and timely feedback. The application phase provides
opportunities for learners to practice what they have learned from the demonstration phase. With
timely feedback, they can correct their errors and store the knowledge from short-term memory
to long-term memory.
In this e-learning project, learners can view the instructor’s demonstration at their own
pace. Then they can practice the knowledge and skills in the application activities. Lastly, they
can transfer the knowledge to their real life when similar situations and problems arise. The First
Principles of Instruction are aligned with problem-based learning by doing approaches, which
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are preferred learning strategies by adult learners. They are comprehensive and consider all the
necessary elements for successful learning.
Instructional Strategies
Merrill’s First Principles of Instruction are very effective and useful in conducting
learner-centered instructions. The problem-centered approach and Activation Principle will
attract and engage learners. The Demonstration Principle provides guidance and direction for the
learners to visualize how to apply the knowledge and skills to the problem to be solved. The
Application and Integration Principles give learners the opportunity to practice and promote
knowledge transfer. Overall, the First Principles of Instruction focuses more on how individual
learner acquires knowledge from the instructors, process it, and transfer the newly learned
knowledge and skills.
Attract attention: showing students some pictures of places of interest in Taiwan
Activate prior knowledge: raise the question about the Republic of China calendar and the
founding father.
Presentation: present the information in narrated audios with corresponding images
Practice and Assessment activities: use different formats of activities to practice and
assess learning. Provide automatic feedback with additional information on the topic.
Media components
The training content will include texts, audio files, and videos. The audio and video format
provide authentic scenarios and are embedded in the content of socio-cultural knowledge. Texts
are provided as key words and transcripts which will give students the option to select the format
they prefer. It also provides an opportunity for learners to review the audio content at their pace.
1.PowerPoint slide deck: This will give the learners an overview of food culture in Taiwan
with pictures to match the local dishes.
2.Audios of a dialogue: This will provide the learners with various context to use the
appropriate and correct dialects in Taiwan.
3. Videos on Chiang Kai-shek and Sun yat-sen: This will contain the main information on
historical figures and their influences.
4.Interview audios on political parties and cross-strait relations: This will convey political
viewpoints on Cross-Strait relations.
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Anticipated challenges

The most challenging part will be completing this project on time with high quality.
Time-constraint is the biggest challenge. Other challenges include the limited functions of the
delivery system Universal Curriculum and Assessment Tool (UCAT) and this software is
specifically designed and used by DLI. Since the overseas immersion program is put on hold
due to budget, it could be difficult to implement the training with the target audience at the right
time.
Methods and Procedure
Design

The design of this project will include four models that are closely related to student
real life experience in overseas immersion. It will start with an easier, day-to-day topic and
end with a more complex topic. The content of the four models are as follows:

Module 1: Ordering authentic food in a restaurant or at the night market. This topic will
start with an introduction to Chinese cooking methods and main ingredients. Each category will
be linked to a few popular dishes in Taiwan. Students have the option to select any ingredient
and study about the most commonly ordered food in Taiwan with that ingredient. The content
also includes culture and history behind the food items and provides tips on food selection.

Module 2: Understanding common local dialects and accents. The topic will be
demonstrated with 3 dialogues between a Chinese and a Taiwanese resident. The content of the
conversation will contain common words that are used differently in mainland China and
Taiwan. It will conclude with a summary of the difference in word usage and the cultural
implications behind it. Learners will also practice the newly learned knowledge by categorizing a
set of words into two sets.

Module 3: Comparing two historical figures and their influences. The content will
include two short videos on Chiang Kai-shek and Sun Yat-sen. After watching the short videos,
students will watch a presentation about places of interests that are related to these two historical
figures. At the end, students can check their understanding by doing a matching activity.

Module 4: Making predictions on the unification issue. This discussion topic will include
two interview audios on the history and background of the two major political parties in Taiwan.
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Based on the information in the video, students will predict on the unification issue. Students
will also be assigned a follow-up survey project that they will complete by interviewing
Taiwanese people during the immersion. The result of the survey will either confirm their
previous prediction or contradict it.

The four modules will be equally divided during the one-hour training. A detailed
training agenda is as follows:
1. Introduction (1 minutes)
2. Pre-test (4 minutes)
3. Presentation on Chinese food and food culture (5 minutes)
4. Scenario and ordering activity (3 minutes)
5. Listen to a dialogue discussing the different word usage (4 minutes)
6. Classify activity of word usage (3 minutes)
7. Listen and study two short videos on Taiwan’s first president (10 minutes)
8. Students read the transcripts and additional supporting information (5 minutes)
9. Students practice on the newly learned knowledge (5 minutes)
10. Listen to two audios about political views from the two parties (6 minutes)
11. Students answer short listening comprehension questions (5 minutes)
12. Students make predictions on the unification issue and select supporting statements (3
minutes)
13. Post-test (3 minutes)
14. Summary (2 minutes)
Develop

Content Development. The instructional designer will conduct an online research and
interview subject matter experts to determine the specific content for the training. There will be
four written pieces in Chinese covering the four topics determined in the design stage. This will
also serve as an instructor guide to provide feedback.

Lesson Design. Each written piece will be further developed into presentations, activities,
and assessments using audio-visual media. There will be eight deliverables in the form of
PowerPoint slides, audio recordings, interactive videos, and various learning activities.
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● PowerPoint slide deck: It provides an overview of food culture in Taiwan with pictures to
match the local dishes. The presentation will be saved as a narrative video.
● Screencast of 2 scenarios: It gives a description of a person’s food preference, so the
learner can help the person select a local dish.
● Three audio recordings of dialogues: The dialogues are between a mainlander and a
Taiwanese talking about the different word usage by giving examples. It will be recorded
and edited using Audacity.
● Recording of a set of words: Record a set of words and phrases pronounced by a
mainlander and a Taiwanese. This will be used in the learning activity.
● Narrated texts on historical figures: It gives a short description of Chiang Kai-shek and
Sun Yat-sun. It will be designed using an audio-visual software.
● Interactive video: The video includes places of interest in Taiwan that are related to
historical figures. The learners will select the correct answer based on the narration in the
video to advance to the next point. The interactive video will be designed using
Captivate.
● Interview audios: The audios will be interviews of two people expressing their opinions
on the two major parties in Taiwan. It will be provided as transcripts so that the learners
can retain more information.
● Scripts of a set of political views: The texts give a list of political views from the two
parties. Learners will match each viewpoint with the right party.

After the four learning modules providing social linguistic background in Taiwan’s food
culture, dialect, historical figure, and political events are developed, they will be transferred into
Captivate. Each module will include the learning outcome and provide clear instructions to the
learners in English.
Steps to finish the project

The designer will follow a planned schedule and develop the modules one by one. Each
module can also be a standalone mini-training program. After each module is developed, the
designer will perform a functionality test and solicit feedback from learners and SMEs. After
the modification, the designer will also perform a formative assessment.
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Resource
Time: It will take two months to finish the final Capstone Project. The design and
development of the final products will be executed by the designer after work on weekdays
and weekends.

Software: This Capstone Project will be produced using different software

including Adobe Captivate, Power Point, Camtasia, and Audacity. The final training will
be delivered via UCAT.

Hardware: The designer has a Windows laptop and is relatively tech savvy in
figuring out how to use new tech products. The laptop is new and compatible with most
software needs for this project.

Expertise: The designer is also a SME who has been teaching Chinese for 10 years.
With extensive experience in teaching and expertise in learning theories and instructional
technology, the designer is confident and passionate in designing this e-learning product.

Training: The designer took a few courses in instructional design and technology,
which will be useful in designing this project.
Technical skills

● PowerPoint: The designer will use the basic animation feature in PowerPoint. When
encountering difficulties, the designer will search for tutorials on YouTube.
● Audio: The designer is familiar with recording clear audios using an audio recording app
and then edit the recordings in Audacity.
● Video: The designer has learned basic video making skills and will be able to shoot good
quality videos and then make necessary editing.
● Captivate: The designer has very basic knowledge about Captivate and will use the most
popular modules to design the practice activities and assessment. By watching the
tutorials about Captivate, the designer can figure out how to manage different modules.
Timeline
It will take 10 weeks to develop this project after the initial analysis and planning. The final
development will start in September 1, 2019.
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Major Deliverables Description Due Date

Storyboard of Module 1 Write the storyboard of this module and select September 8,
pictures for the presentation and scenario. 2019

Module 1 Develop Module 1 in UCAT. September

15, 2019

Functionality Test, Formative Perform functionality test and formative assessment. September
Assessment, and Modification Make modifications as needed. 22, 2019

Storyboard of Module 2 Write the storyboard of this module and record September
audios for the different word usages in mainland 29, 2019
China and Taiwan.

Module 2 Develop Module 2 in UCAT. October 6,

2019

Functionality Test, Formative Perform functionality test and formative assessment. October 13,
Assessment, and Modification Make modifications as needed. 2019

Storyboard of Module 3 Write the storyboard of this module. Select pictures October 20,
and make recordings of two historical figures. 2019

Module 3 Develop Module 3 in UCAT. October 27,

2019

Functionality Test, Formative Perform functionality test and formative assessment. November 3,
Assessment, and Modification Make modifications as needed. 2019

Module 4 Write script and film the interview. Develop Module November 10,
4 in UCAT. 2019

Functionality Test, Formative Perform functionality test and formative assessment. November 17,
Assessment, and Modification Make modifications as needed. 2019
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Wrap it up Add introduction, summary, and final quiz. November 24,

2019

Evaluation
Formative evaluation plan

With the help of subject matter experts and student volunteers, the instructional designer
will conduct formative evaluation throughout the development stage. After finishing the
development of each module, the instructional designer will have a subject matter expert review
it and provide feedback. The instructional designer will also select volunteer students to study
the module and share their learning experience. This will be done using a ten-question Usability
Questionnaire. Seven questions are five-point Linkert scale questions and the other 3 are open-
ended questions. The questionnaire can be found in Appendix A.
Summative evaluation plan

According to Kirkpatrick Model: Four Levels of Learning Evaluation: Reaction, Learning,

Behavior, Result.

Level 1 evaluation will be done by having the learners answer a questionnaire. The
questionnaire will have six Likert scale questions and one open-ended question for users to
comment.

Level 2 evaluation will be completed by analyzing the learner response in the final
training test. Whether or not achieving a passing score will be an indicator to show if the learners
have met the learning objectives. The instructional designer will conduct a quantitative
evaluation using the pre and post test scores. Sample pre-test and post-test questions are listed
under Appendix B. A Paired Two-Sample for Means t-Test for dependent samples will be run to
either accept or reject the null hypothesis that the training would have no effect on test scores
and there would be no statistical significance between the pre-test and post-test scores.
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References
Brewer, E., & Cunningham, K. (2010). Integrating Study Abroad Into the Curriculum: Theory

and Practice Across the Disciplines. Sterling: Stylus Publishing.

Dunlap, A, & Mapp, S. (2017). Effectively preparing students for international field placements

through a pre-departure class. Social Work Education.,36(8), 893-904.

Kruse, J., Brubaker, C. (2007). Successful Study Abroad: Tips for Student Preparation,

Immersion, and Postprocessing. Die Unterrichtspraxis., 40(2), 147-152.

Oliver, K., Kellogg, S., & Patel, R. (2012). An investigation into reported differences between

online foreign language instruction and other subject areas in a virtual school. CALICO

Journal, 29(2), 269-296.

Stickler, & Shi. (2013). Supporting Chinese Speaking Skills Online. System,41(1), 50-69.
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Appendix A. Usability Questionnaire

Please provide your honest opinions about the interface of the eLearning module .
1. Overall, the eLearning module is easy to use.
€ Strongly Agree
€ Agree
€ Neutral
€ Disagree
€ Strongly Disagree

2. The navigation buttons are all functional.

€ Strongly Agree
€ Agree
€ Neutral
€ Disagree
€ Strongly Disagree
3. The graphics are appropriate.
€ Strongly Agree
€ Agree
€ Neutral
€ Disagree
€ Strongly Disagree

4. The design of the slides is consistent.

€ Strongly Agree
€ Agree
€ Neutral
€ Disagree
€ Strongly Disagree

5. The interactive activities (exercise feedback) are helpful.

€ Strongly Agree
€ Agree
€ Neutral
€ Disagree
€ Strongly Disagree

6. The amount of on-screen texts is appropriate.

€ Strongly Agree
€ Agree
€ Neutral
€ Disagree
€ Strongly Disagree

7. The audio recording is clear.

€ Strongly Agree
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€ Agree
€ Neutral
€ Disagree
€ Strongly Disagree

8. What do you find most frustrating?

9. Which feature(s) do you like the most?

10. Do you have any additional comments?

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Appendix B. Sample Pre-test and Post-test questions

Choose the best answer to each of the following 10 questions.

1. 中华民国是哪年成立的？

A. 1911年
B. 1912年
C. 1945年
D. 1949年

2. 关于辛亥革命，下列哪项是正确的？

A. 推翻了清朝的统治，建立了中华民国
B. 发生在1912年
C. 是蒋介石领导的
D. 是抗日战争的一部分

3. 按照民国纪年，今年是民国多少年？

A. 2019年
B. 70年
C. 100年
D. 108年
E.
4. 关于孙中山，下列哪项是错误的？

A. 也被称为国父
B. 是中华民国第一任总统
C. 在推动民主革命中起了重要的作用
D. 建立了中华人民共和国

5. 关于蒋介石，下列哪项是错误的？

A. 中正纪念堂是纪念他的
B. 参与并领导了抗日战争
C. 对中华民国的建立起了重要作用
D. 担任中华民国总统长达27年

6. 关于“国父纪念馆”，下列哪项是错误的？
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A. 是为了纪念孙中山而建立的
B. 内有蒋介石的铜像
C. 建筑具有唐朝宫殿风格
D. 可以观看军人交接仪式

7. 关于士林官邸，下列哪项是正确的？

A. 是台湾以前的总统府
B. 是纪念孙中山的
C. 是蒋介石以前居住的地方
D. 是台北一个有名的公园

8. 国父纪念馆是纪念谁的？

A. 孙中山
B. 蒋介石
C. 毛泽东
D. 孔子

9. 中正纪念堂是来纪念谁的？

A. 孙中山
B. 蒋介石
C. 毛泽东
D. 孔子

10.台北101离以下哪个景点比较近？

A. 中正纪念堂
B. 国父纪念馆
C. 总统府
D. 士林官邸