華語線上師生互動中的句末語氣助詞研究

A Study of Chinese Utterance-Final Particles in Online Interaction：between Students and Pre-service Teachers

梁詩韻(Leung Sze-Wan)

指導教授 ： 曾金金

國立臺灣師範大學/國際與社會科學學院/華語文教學系/碩士(2017年)

https://doi.org/10.6345/NTNU202203208

摘要

本研究以師生線上互動的口語語料為研究材料，分析及比較實習教師與高級華語學習者在互動時使用句末語氣助詞的情況。筆者在參考有關學習者句末語氣助詞的文獻時，發現12篇研究中只有1篇是以學習者實際的口語語料為研究重心，其餘文獻大多傾向使用量化的問卷調查法來分析學習者偏誤。然而，漢語句末的語氣助詞主要用於口語對話，以表達說話者的語氣及一定程度上的情態意義，但目前針對學習者句末語氣助詞使用狀況的研究仍不足。有鑑於此，筆者認為觀察師生互動能有助於研究句末語氣助詞的教學與習得。
基於上述的研究背景，本研究將使用質化與量化研究法，以參與線上互動的實習教師與學生為研究對象，透過分析線上互動的逐字稿及教學錄影，探討實習教師與高級學習者在運用句末語氣助詞時的頻率、種類、排序差異。研究變項為說話者身分、語言背景和留學經驗。本研究先把研究對象分為教師與學生，再按照師生的語言背景，將實習教師和學生各細分為三類作比較，包括：外籍、台籍及中籍的實習教師與日本、美國和華裔的學生。
整體的師生研究結果顯示：一、實習教師使用句末語氣助詞的頻率為46%，學生的使用頻率為22%；教師的使用種類為10種；學生為6種，可見實習教師在使用頻率和種類皆比學生高；二、在使用排序上，教師在互動中最常使用的句末語氣助詞是｢嗎｣，而學生使用頻率最高的卻是｢吧｣。接著從不同背景的教師和學生的角度分析後，得出以下結果：一、使用頻率、種類的結果從高至低為「外籍>台籍>中籍」，在使用排序上三類的教師結果相近，頻率最高為「嗎」。二、學生使用頻率最高的是「日本>美國>華裔」；使用種類最多為「美國>華裔>日本」。在使用排序上，學生的個別結果與整體結果相同，最多為「吧」。最後在教學方面，本研究根據以上研究結果整理出在師生互動中，句末語氣助詞的典型例句用法，並從例句中探討句末語氣助詞在互動時所帶有話輪功能，將可作為未來線上互動教學的參考。

關鍵字

華語教學 ； 句末語氣助詞 ； 師生互動 ； 口語語料

並列摘要

This research utilizes the online teacher-student spoken interaction videos as material to analyze and compare the differences of using Chinese utterance-final particles between pre-service teachers and advanced Chinese learners. Among 12 previous literatures on learners’ application of Chinese utterance-final particles, only 1 focuses on reviewing actual spoken Chinese materials of learners, while others analyzed learners’ errors by using questionnaires. Generally speaking, Chinese utterance-final particles are mainly adopted in spoken Chinese in order to express the speakers’ tone of voice and certain level of modality. However, there is insufficient amount of researches stressing learners’ usage of Chinese utterance-final particles.
This study analyzed online interaction transcripts and teaching videos of the participants who consisted of pre-service teachers and advanced Chinese learners participating in an online interaction program using a mix of qualitative and quantitative methods. This research also aims at discussing the frequency, variety and sequential arrangement of applying Chinese utterance-final particles between pre-service teachers and advanced Chinese learners.
Variables of this research are the speakers’ identity and language background. First, participants were divided into teachers and students. Then, the pre-service teachers’ group and students’ group are further classified into foreign, Taiwanese and Chinese pre-service teachers; Japanese, American and Ethnic Chinese students respectively.
Results of this study revealed that:
1. The frequency of pre-service teachers applying Chinese utterance-final particles was 46% while that of students was 22%; 10 types of Chinese utterance-final particles adopted by pre-service teachers while those adopted by students were 6. These data show that pre-service teachers used Chinese utterance-final particles with higher frequency and variety than advanced learners.
2. The most common Chinese utterance-final particles used by teachers was “嗎” while that used by advanced learners is “吧”.
Nationalities of teachers and students also contributed to the use of utterance-final particles:
1. For per-service teachers, the descending order of highest frequency and varieties using Chinese utterance-final particles is: Foreign>Taiwanese>Chinese. The priority of practice among these 3 types of pre-service teachers was similar and the most common Chinese utterance-final particles used by them was “嗎”.
2. For the students, the descending order of highest frequency using Chinese utterance-final particles is: Japanese>American>Ethnic Chinese; the descending order of varieties using Chinese utterance-final particles is: American>Ethnic Chinese>Japanese. The most common Chinese utterance-final particles used by them is “吧”.
This study also concludes that using spoken data contained in the videos in which the use of Chinese utterance-final particles were analyzed in conversations with multiple turns in online interactions can contribute to the establishing of a better teaching model for online teaching.

並列關鍵字

Chinese teaching ； Chinese utterance-final particles ； online interaction ； spoken corpus

參考文獻

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