摘要
本文以「ダロウ」做為研究對象，著眼於解釋它的「推量」、「確認」、「疑念」這三個用法不足的地方，以使用場合的觀點分析實際的對話，並且考察現今尚未被重視的音調。 具體的研究方法為，從與真實生活比較相近的日劇裡收集例句，以待遇表現中的「人際關係‧場合」、「談話功能‧說話動機」及神尾提出的「內容所屬領域」為分析基準，探討「ダロウ」的使用場合。調查結果顯示，在「推量」的用法下，可以再分成《推測》和《判斷》；在「確認」的用法下，可以再分成《事實確認》、《注意喚起》、《話題提起》、《同意要求》、《施壓》、《不滿》、《附和》；在「疑念」的用法下，則可分成《疑問》和《回答要求》，共有11種使用場合。音調方面，在「推量」、「疑念」的用法之下，音調會下降；「確認」用法之下則不一定，有上升的也有下降的，一般來說，欲和對方有互動，希望對方有所反應的，聲調會上升；越有自信，把自己的意見傳達給對方的，聲調會下降。 此外，本研究亦根據上述整理出的使用場合對市面上的教材進行分析，比較日劇和教材的數據，發現教材和現實生活中的使用狀況有落差，思考教材裡的問題點及指導的改善方式，整理出各個使用場合的模式，因為只要能掌握模式，就自然而然地能了解它屬於哪種使用場合。另外，為了方便學習者學習，也整理出每種使用場合中容易和ダロウ一同出現的字、ダロウ的型態及音調。也試著用使用場合的分類說明教材裡的例子，提出教學上的指導方式。
並列摘要
The purpose of the study is to find out a way that helps learners to understand “darou” better. “darou” is being taught by 3 meanings, “conjecture”, “confirmation” and “doubt”. This study focus on the parts that 3 meaning cannot be explained by those three meanings above. Using the idea of context to analyze and work on the intonation that haven’t been researched as well. The method of carrying out this study was under the collection of the sentences form dramas which are closer to our real life and based on “human relation and place” in politeness strategies, “motivation” and “territory of information” of Kamio. 11 contexts in “darou” were found. Under the concept of “conjecture”, we can subdivide to “guess” and “judgment”. “check”, “call for attention”, “bring up a topic”, “asking agreement”, “press one’s thought into others”, “express anger”, “giving responses” are under the concept of “confirmation”, while “questions”, “asking answers” are under the concept of “doubt”. Moreover, when it comes to either “conjecture” or “doubt”, the intonation will go down. On the other hand, the intonation goes up and down in “confirmation”. It depends on how willing the speaker wants to interact with the listener and how confident is the speaker. The former one takes the rising tone, while the later one takes the falling tone. Moreover, after analyzing the textbook using the contexts that found in this study. It came out the fact that there is a big gap between the textbook and the real life. This study provides the reasons and way of improvement while marking out the patterns in every context. As long as the learner can define patterns, he will be able to know which context that belongs to. Furthermore, this study also sorts out the words that usually come out with “darou”, plus the form and intonation of “darou”. Taking the examples form the textbooks on the market. Explaining “darou” by using the context and come out with the teaching plan. Hoping that this study will be useful for the Japanese language education.