華語會話中的自我修補策略：母語者與日籍學習者對比研究

修補行為是在溝通中說話者或聽話者對聽、說以及理解方面遇到問題或可能造成問題時，為了維持順暢的溝通所採用的行為。我們在溝通中時常遇到問題，此時我們便需要施行修補，因此修補行為在會話中扮演很重要的角色。華語會話中的修補行為研究比西方語言少，也尚未見華語母語者與日籍華語學習者在華語會話中的自我修補策略研究。有鑑於此，本文針對華語母語者之間以及華語母語者與日籍華語學習者會話中的自我修補策略進行研究，考察華語母語者與日籍華語學習者有何自我修補策略的特徵，以及兩者的自我修補策略特徵有何異同。本文採取會話分析的研究方法。研究對象為六組華語母語者之間的日常會話，以及六組華語母語者與日籍華語學習者的日常會話。研究者以錄音和錄影方式紀錄會話之後，將會話轉寫成文字，分析會話中自我修補策略的特徵如何。分析結果顯示華語母語者與日籍華語學習者的自我修補策略有相似的趨勢。自我發起方式為非詞彙性發起、詞彙性發起與無修補發起；他人發起方式為開放性修補發起、使用疑問詞、重複加上疑問詞、重複與確認理解。自我發起時的自我修補方式有重複、替代、增加、刪除、重組、完成、搜詞以及放棄；他人發起時的自我修補方式是重複、替代、增加、補充、放棄以及回應確認理解。兩種會話中都能觀察到自我修補序列擴展的現象，但華語母語者與日籍華語學習者會話中引起自我修補序列擴展的原因比華語母語者之間的會話多。最後，本文依據研究結果提出華語教學中的自我修補策略教學之建議，希望能對往後華語自我修補策略教學予以啟發。

關鍵字

自我修補；華語會話；母語者與學習者對比；日籍華語學習者

並列摘要

Repair is used to maintain fluent communication when speakers or listeners encounter problems in listening, speaking and understanding or may cause problems in communication. We often encounter problems in communication; during this time, we need to use repair. Therefore, repair plays an important role in conversation. There are fewer studies on repair in Chinese conversations than in Western language conversation, and the self-repair strategies in conversations between Chinese native speakers and Japanese learners of Chinese have never been studied. Thus, this study examines self-repair strategies in conversations among Chinese native speakers, and conversations between Chinese native speakers and Japanese learners of Chinese to find the characteristics of self-repair strategies in each conversation. Lastly, this study compares the characteristics of self-repair strategies between Chinese native speakers and Japanese learners of Chinese. This study uses the conversation analysis method. This study examines daily conversations among six groups of Chinese native speakers, and daily conversations between six groups of Chinese native speakers and Japanese learners of Chinese. After the researcher recorded the conversations, the data were converted into text and analyzed. The result of the study shows the similarity on the self-repair strategies of Chinese native speakers and Japanese learners of Chinese. Self-initiation methods are non-lexical initiation, lexical initiation, and non-detectable initiators; Other-initiation methods are open class repair initiators, WH-interrogatives, repetition with WH-interrogatives, partial repetition of the trouble-source, and understanding check. Self-initiated self-repair methods include repetion, substitution, addition, deletion, reorganization, completion, word searching, and abandonment; Other-initiated self-repair methods are repetition, substitution, addition, supplement, abandonment, and response understanding check. The self-repair sequence expansion is observed in the two type conversations, and the reason for the self-repair sequence expansion in conversations between Chinese native speakers and Japanese learners of Chinese is more than in the conversations among Chinese native speakers. Finally, according to the results of this study, the self-repair strategies are integrated into lesson plans of Chinese teaching, in hopes of enhancing future Chinese self-repair strategy teaching.