華語教材分析：以語用訊息、話語標記及言語行為為例

華語教學宗旨在於培養學生華語交際的能力，教材中的語用訊息，對學生之言語溝通能力及語感的培養具有關鍵地位。本研究分析在臺灣廣為使用之兩套華語教材－《新版實用視聽華語》和《遠東生活華語》－的語用訊息、話語標記語、及言語行為中有關禮貌策略及以言行事意圖（illocutionary force）的教學說明。研究發現上述兩套教材雖然以學生習得華與溝通能力為目標，對於語用訊息的補充侷限於書面及口語為主，話語標記語的選擇多為語氣詞，而言語行為的範例不多且分佈僅有請求、邀請、批評等。最後，教師可從教學手冊亦無法獲得相關教學補充。本研究建議教材作者在教材編撰時，可參考真實華語語料庫，適度的增添訊息如使用情境及恰當性等，以助於學生提升華語文溝通的交際能力。

關鍵字

語用訊息；言語行為；話語標記語；華語作為第二語；華語教材

並列摘要

This study investigated the explicit treatments of pragmatic information, discourse markers, and speech acts in two sets of Chinese language textbooks: New Practical Audio Visual Chinese and Far East Everyday Chinese. Results have shown that both sets of textbooks covered a handful pragmatic information regarding genre, social norms and knowledge. Secondly, a few discourse markers were introduced with restricted emotional functions. Finally, speech acts were only presented in texts without explicit instructions or explanation concerning related contextual information. The implication of the findings was discussed in terms of textbooks developing in the future to advance learners' ability in this regard.

並列關鍵字

Pragmatic information ； speech acts ； discourse markers ； TCSL ； Textbooks

參考文獻

Gilmore, A. (2011). “I Prefer Not Text”: Developing Japanese learners communicative competence with authentic materials. Language learning: 61(3), pp.786–819. doi: 10.1111/j.1467-9922.2011.00634.x。

Thomas, J. (1983). Cross-Cultural Pragmatic Failure, Applied Linguistics, 4(2), pp.91-112. doi: 10.1093/applin/4.2.91。

冉永平。(2012)。詞彙語用探新。北京: 外語教學與研究出版社。