從二語教學角度探討漢語篇章標點符號之應用

對二語學習者來說，寫作是一項綜合表達的能力，且為較難掌握的一項技能。篇章寫作中，除了需將學習過的詞彙、語法排列組合外，跨句篇章的銜接與連貫更為重要。華語篇章中包含許多銜接手段，本研究認為標點符號能做為釐清句義的憑藉工具，亦屬篇章中不可或缺之顯性銜接手段。然而，近年之華語教學較集中於複句及定式句式等，對於段落篇章的銜接與連貫之關注較少，且現階段標點符號的使用方法並無實際相應的操作規準，導致學習者多將母語之篇章銜接手段，包含母語之標點符號使用規則遷移至華語篇章中。有鑑於此，本研究以二語教學為導向，透過篇章語言學之理論，重新檢視標點符號使用規則，並提出應將標點符號納入華語教學系統中，且初級華語學習者便應具備篇章意識及篇章能力。本研究探討了常見之篇章銜接因素與標點符號之關係，如：話題鏈、連接成分等，並透過分析母語者語料，統整母語者使用逗號、句號、分號、頓號，以及冒號之情形，並具體提出此五項標點符號更明確的使用準則。最後，本研究根據研究結果，針對三套華語教材，分析其標點符號的使用及教學情形，並搭配教材之課文內容給予標點符號之教學建議，提供華語教學界參考。期望本論文能消除標點符號使用上的疑慮，並透過二語教學，將標點符號由負向功能轉為正向功能，全面提升華語學習者的篇章意識以及標點符號使用能力。

關鍵字

標點符號；二語教學；篇章銜接手段；話題鏈；連接成分

並列摘要

For second language learners, writing skill involves integrative language ability and is relatively difficult to master. To construct a paragraph in Mandarin is not only a matter of arranging vocabularies and grammatical rules into correct places; more importantly, it requires the ability of discourse cohesion. This study highlights punctuation marks as a prominent cohesive way to further elaborate Mandarin discourses functions. Punctuation marks, however, have no explicit rules of usage and thus are not emphasized among the prevalent Chinese teaching guidelines, which results in negative language transfer in terms of punctuation. In light of this, this study attempts to build up clear usage rules of Chinese punctuation marks under the structure of discourse linguistic theory, in order to equip learners with a mindset of Chinese punctuation marks from the beginning level. The study includes two parts. In the first part, native Chinese speakers’ discourses are analyzed and the relations between punctuation marks and cohesive factors--such as topic chain, cohesion, etc., are considered to provide more definite punctuation usage rules. In the second part, the study reviews three Chinese teaching materials based on the punctuation rules established previously. Further teaching suggestions of punctuation mark rules are provided afterward. Hopefully, this study is able to promote punctuation awareness among Chinese teachers and learners, as well as learners’ ability in using punctuation marks.