華語與法語TEDx演講之語步對比分析

TED演講（TED talks）為當今最具有影響力的網路傳播演講形式之一，其名稱來源於科技（technology）、娛樂（entertainment）、設計（design）的縮寫。TED演講以英語演講的形式發展數年後，針對世界各地語言受眾的TEDx分會系統上線。TED與TEDx演講影片均以內容的多元性、豐富性與趣味性著稱，具有難以估量的語言教學應用價值。現階段針對演講語篇並將之運用到教學領域的研究大部分以研究單一語言，又尤以英語研究為主，華語教學界仍缺乏教學導向的華語與法語演講語篇對比研究。在此背景之下，本研究以25篇華語與25篇法語TEDx演講語篇為樣本進行對比分析，旨在利用語步分析法（move analysis）探究兩種語言在構築TEDx演講時訊息結構之分布特徵與異同，並歸納兩種語言典型的語步結構模型，期為針對法籍學習者的華語演講教學提供一定的理論基礎與實際應用建議。本研究完善了Chang & Huang（2015）與Kraisriwattana & Poonpon（2021）所建之語體分析架構，發現華語與法語TEDx演講同其他演講語體一樣，具有前言、主體與結尾三段式的架構。所選語料中共出現了9種語步，分別是常出現於前言的「引導聽眾」、「介紹主題」與「敘述自我」；常出現於主體的「以主題順序展開主題」、「以敘述順序展開主題」與「以問題－解決順序展開主題」；及常出現於結尾的「結束演講」、「提供啟示」與「表達情意」。上述每個語步又均由多個策略組成，9種語步共計包含32種策略。此外，本文還發現語步與策略之間存在邊界模糊甚至融合的現象，且個別語步或策略能夠依據演講者需要穿插於其他訊息結構之內，證實TEDx演講作為一種口語語體，在結構上具有較強的靈活性。對比分析結果顯示，整體上華語演講所使用的語步與策略數量多於法語演講，差異主要體現於主體段，華語演講主體段的語步結構更為複雜且所佔篇幅更長，同時偏好使用更多有助於與聽眾建立良好溝通關係的語步與策略；而法語演講的語步結構則更為簡單與簡短，採用更為均衡的三段式演講結構，同時傾向使用幫助勾勒演講架構的語步與策略，幫助聽眾減輕一定的認知負擔。最後本文結合語體教學法常用的「教與學週期」模型（Feez & Joyce, 1998; Hyland, 2004; Rothery, 1996），將分析結果應用於華語演講教學，不僅歸納了語體模型供學習者或教學者參考，還提供了教學主題的規劃建議與相關課堂活動範例，以期協助華語學習者與教學者提升對TED演講語體的認知，增進華語演講教學之實效。

關鍵字

華語；法語； TED演講；語步分析；對比分析

並列摘要

TED (Technology, Entertainment, Design) talks, as one of the most influential forms of online public speaking genres, are known for their diversity, richness, and interesting content. After several years of development in the form of English talks, TEDx program were launched, facing language communities all around the world. TED and TEDx talks both have immeasurable value for language teaching and learning. However, there is still a lack of pedagogically oriented comparative studies between Chinese and French speech texts in the CSL filed. In this context, 25 Chinese and 25 French TEDx talks were selected for this study to build two small corpora for cross-linguistic comparison and analysis. The purpose of this study is to investigate the move structure in Chinese and French-language TEDx talks, and to summarize the typical structural genre models of the two languages to provide a theoretical basis and practical teaching suggestions for French Chinese-language learners. This study adapted and improved the framework developed by Chang & Huang (2015) and Kraisriwattana & Poonpon (2021), found that Chinese and French TEDx talks have a three-stage structure of introduction, body, and conclusion like other speech genre. A total of nine moves appear in both corpora, namely Listener Orientation, Topic Introduction and Speaker Presentation, which appear mostly the introduction; Topic Development in Topical Order, Topic Development in Narrative Order and Topic Development in Problem-Solution Order, which appear only in the body; Closure, concluding messages and Regards Expression, which appear mostly in the conclusion. Each of these moves is composed of at least two strategies, and the nine steps contain a total of 32 strategies. In addition, there are some unique associations and interactions between moves and strategies are found, which demonstrates the flexible nature of the speech genre. Specifically, there is a blurring or even fusion of the boundaries between the moves and strategies, as well as those individual moves or strategies can be interrupted by and interspersed with other structures as needed. The above findings confirmed that TED talks, as a kind of spoken language genre, have a strong structural flexibility. The results of the comparative analysis show that, the Chinese TEDx talks are more complex than the French ones in terms of the use of moves, and the length of each move strategy is longer. Chinese talks place more emphasis on the exposition and reasoning of body part than introductions and conclusion, showing a preference for moves and strategies that help to establish a good communication relationship with the audience; while the French talks has simpler and shorter moves, with a more balanced three-part structure, and a tendency to use moves and strategies that help outline the structure of the speech, thus helping to reduce a certain cognitive burden on the audience. Finally, combing the genre-based pedagogy theories, this paper not only summarized the genre model for the reference of Chinese language learners or teachers, but also provided suggestions for the planning of teaching themes and examples of classroom activities. The author expects to help Chinese learners and teachers to improve their genre knowledge in terms of TED talks and to enhance the effectiveness of Chinese speech teaching pedagogy.