信息結構是說話者基於他對聽話者臨時心理狀態的評估，透過語音、構詞與句法結構對信息進行組織與呈現的方式。本論文旨在探討信息結構在句法層面的表現，特別聚焦於透過語序變化展現的OSV話題結構、OSV對比結構、VS焦點結構以及透過信息省略呈現的SOV（對比結構）、SV、VO等各類信息結構形式。為明確界定「舊新信息」、「話題」、「對比」與「焦點」等核心概念，本論文結合漢語語料與相關理論成果，並分析漢語與印尼語在句法層面的信息結構表現異同。
在教學方面，本論文關注印尼學習者在漢語學習過程中對信息結構的掌握情況，特別針對 TOCFL中文能力測驗寫作部分進行分析，並結合對比分析、偏誤分析及中介語理論，探討影響印尼學習者使用漢語信息結構的因素。此外，本論文檢視現有教材中信息結構的教學設計，並依據教學語法理論及前述理論釐清結果對其教學效能進行評估。研究結果顯示，印尼學習者在漢語信息結構的掌握方面存在一定困難，尤其在語序與信息省略的運用上。現有教材在相關內容呈現與練習設計上亦有不足，需要在編排順序、內容呈現及練習活動設計等方面加以改進。
本研究的主要貢獻包括三個方面。第一，對漢語信息結構核心概念及其句法表現進行理論釐清。第二，通過對印尼學習者語料的分析揭示其在信息結構運用上的特徵與偏誤。第三，檢視教材設計並提出針對印尼學習者的實務教學建議，以提升學習成效。

Information Structure refers to the way speakers organize and present information through phonology, morphology, and syntactic structure, based on their assessment of the listener's temporary mental state. This study aims to explore the syntactic manifestations of Information Structure in Chinese language, with a particular focus on word order variations， such as OSV Topic Constructions, OSV Contrast Constructions, and VS Focus Constructions , and various forms involving information deletion, including SOV (Contrast Constructions），SV，VO，V, etc. To clarify the core concepts of “old-new information”, “topic”, “contrast" and “focus”， this study integrates Chinese data with relevant theoretical frameworks and examines the similarities and differences in syntactic manifestation of Information Structure between Chinese and Indonesian language.

From a pedagogical perspective, this study investigates how Indonesian learners acquire and use Chinese Information Structure, focusing on the writing section of the TOCFL Chinese proficiency test. It employs contrastive analysis, error analysis, and interlanguage theory to examine the factors influencing learners’ use of Information Structure. The study further examines existing teaching materials and evaluates their instructional effectiveness in light of pedagogical grammar theories and the theoretical frameworks outlined above. The findings indicate that Indonesian learners face challenges in mastering Information Structure, particularly in word order and information deletion, and that existing teaching materials fall short in terms of content sequencing, presentation, and practice design.
The main contributions of this study are threefold. First, it provides a theoretical clarification of the core concepts and syntactic manifestations of Chinese Information Structure.Second, it reveals the characteristics and errors in Indonesian learners’ use of Information Structure through corpus analysis. Third, it reviews teaching materials and proposes practical pedagogical suggestion for Indonesian learners, aiming to enhance their overall acquisition of Chinese Information Structure.

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