- 學位論文
華語學習者口語言談中規避語的使用分析與教學建議
Hedges in Mandarin Learners’ Spoken Discourse: Patterns and Pedagogical Suggestions
摘要
華語學習者在口語言談中，即使能正確地使用生詞語法，卻可能因為言語未經修飾，而予人一種太過直白或不夠得體的觀感，嚴重時甚至會造成溝通障礙，甚或引發誤會。為增進學習者的言談得體性，培養語用溝通能力，研究者從規避語著手，採集學習者自然言談語料，透過分析統計，了解學習者口語中使用規避語的情形，推論學習難點，並提出實務教學建議。 規避語是「使事物比較模糊或比較不模糊的詞語」(Lakoff,1973)，可為言談禮貌策略的一種(Brown Levinson,1978/1987)，透過規避語詞彙的選用，能夠達成禮貌的目的。為了解學習者使用規避語的情形，研究者採集368分鐘的自然言談語料，依照語法類別分析並統計，發現在學習者的口語中雖然不乏規避語詞彙，但是卻有特定的使用傾向。和母語者相較，學習者在情態助動詞、副詞、形容詞、量詞的使用率差異較大。 教材對教學有直接而重要的影響，研究者考察華語教材中，規避語詞彙的分布，以及情態助動詞、副詞、形容詞和量詞規避語詞彙的內容資訊，推論學習者學習規避語的難點為：詞彙複雜度、教材缺乏語用資訊、缺乏語用框架訓練。由於教材以提供語義、語法資訊為主，語用資訊較缺乏，若欲加強學生的語用知識和溝通能力，則需要透過教師教學加以補足。 根據本研究的調查，規避語多半屬於高頻常用詞彙，主要分布於初、中級教材之中，對學習者而言並不陌生，透過適當的教學引導，應該能幫助學習者增進對規避語的理解和使用。根據語用教學理論和方法，研究者提出規避語的實務教學建議，包括三個步驟：提供元語用信息、建立使用規避語的觀念、語用框架分析與交際練習。研究者並以華語教材中的一課為例，撰寫教學教案。希望本文能為規避語教學提供一些參考。
並列摘要
Mandarin learners, even in the correct use of words and grammar, may give an overly explicit or inappropriate feeling to native speakers. In severe cases, learners may even cause communication barriers or misunderstandings. Hedges could be a method to solve this problem. In order to know the circumstance of using hedges in Mandarin learners’ colloquialisms, the researcher collected the learners’ natural speech data, analyzed the statistics, and gave the practical teaching suggestions. Hedges are “words whose job is to make things fuzzier or less fuzzy.”(Lakoff, 1973)Using hedges is one of the politeness strategies (Brown Levinson, 1978/1987). The purpose of maintain politeness could be more easily achieved by using hedges in spoken discourse. To study hedges used by the Mandarin learners, the researcher collected 368 minutes of natural speech corpus from 20 Mandarin learners. According to the analysis and statistics of the corpus, it was found that compared with native speakers, Mandarin learners’ hedges use of modal auxiliary verbs, adverbs, adjectives and measure words are quite different. Generally speaking, textbooks have a direct and important influence on teaching and learning. The researcher examined the hedge words in the textbooks. It is concluded that the difficulties of hedges use to learners are: the complexity of the vocabulary, the lack of the description of pragmatic information, and the lack of pragmatic framework training. As teaching materials provide semantic and grammatical information, pragmatic information is scarce. To enhance students’ pragmatic knowledge and communication competence, it needs to be supplemented by teachers’ teaching. Hedges are mostly high frequency commonly used words, mainly distributed in primary and secondary level teaching materials. Students are no stranger to them. As long as guided by appropriate teaching, learners might be able to easily become familiar with hedges. According to the theory and method of pragmatic teaching, the researcher put forward practical teaching suggestions of hedges, including three steps: providing meta-information, establishing the concept of using hedges, pragmatic framework analysis and interpersonal practice. In addition, there is a teaching plan as an example. The researcher hopes this study can provide some reference for hedges teaching.
參考文獻
延伸閱讀
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