漢語句末助詞「啊」之教學語法初探

林欽惠(Chinhui Lin)

指導教授 ： 鄧守信

國立臺灣師範大學/國際與僑教學院/華語文教學研究所/碩士(2002年)

摘要

過去對於句末助詞的研究主要可分為三方面：傳統列舉法、功能性以及言談角度，且多將「啊」視為一個可表達不同語氣的語氣詞。本文認為僅將「啊」稱為一個語氣詞不僅在分析上容易缺乏系統性，也無法清楚說明「啊」在言談功能上的特性。本文同意屈(2002)的主張，認為「啊」是一個言談上的「標記」(marker)，主要的核心意義是「說話者涉入」(speaker involvement)。指的是說話者在說出一個含有「啊」的語句時，對語境以及所談事件的參與度加深，也就是加入了主觀投入的態度。就說話者與聽話者之間的關係而言，是一種情感距離的拉近。「啊」的特質在於其牽涉到說話者的情感。我們認為，漢語中的「啊」可分為音高較高的啊1與音高較低的啊2，前者表示「說話者態度主動，要求對方接受自己提供的信息或想法」；後者表示「說話者態度被動，接受對方所提供之信息或想法」。
本文主要依據李櫻(1999)及屈承熹(2002)的研究架構，假設「啊」的核心意義與音高本身的特質以及語境中其他因素產生互動，進而使語句產生不同的言談功能。以兩部劇本「北京人」以及「暗戀桃花源」為研究對象，試圖以我們的假設對語料中所出現的句末助詞「啊」的分布進行合理的詮釋並試圖釐清漢語中的句末助詞「啊」在言談中所發揮的功能。
最後，我們還將針對四本初級漢語教材對「啊」的處理及解釋進行討論，並對漢語言談標記「啊」的教學提出建議。希望未來能夠對漢語這一類詞的教學研究有所助益。

關鍵字

句末助詞

並列摘要

In most studies, the Mandarin final particle –a is treated as a modal particle. We claim that such a tratement does not properly reflect the discourse functions of -a in conversations. Instead we agree with Chu’s (2002) view according to which -a is a discourse marker with the core meaning ‘speaker involvement’. Involvement in this context refers to the speaker’s involvement to the interpersonal context and the subject of the conversation. Utterance-final -a also reduces the emotional distance between speaker and hearer. In contrast to other final particles, -a closer reflects the emotional part of a speaker’s mind.
Referring to Chu (2002) and Shie (1991), we also divide -a into two categories according to pitch difference. The high-pitch -a indicates that the speaker has an active attitude and asks for the hearer to accept the information he provided; the low-pitch -a indicates that the speaker has a passive attitude and is willing to accept information provided by others.
We support claims by Li (1999) and Chu (2002) according to which the interpretation of utterances followed by -a should depend on the interaction between the core meaning of -a, pitch and other factors related to the context of the cconversation. The data is selected from the two scripts Beijingren and Anlian taohuayuan.
According to Teng’s (1997) framework, we propose teaching strategies and pedagogical grammar rules related to –a. Our discussion includes an assessment of the way -a is treated in four Mandarin teaching manuals for beginners. We also provide own suggestions for the teaching of –a.

並列關鍵字

final particle

參考文獻

黃錦鋐主編，國立台灣師範大學國音教材編輯委員會編. 1982. 《國音學》.台北：正中書局.

孫靜怡.2002.《華語副詞「都」的語義分析與教學語法》.碩士論文.台北:國立台灣師範大學華語文教學研究所。

林君穎.2001. 《華語初級教材語法用語及語法點選擇之初探》.碩士論文.台北:國立台灣師範大學華語文教學研究所。

Li, Ing Cherry（李櫻）1999. Utterance-Final Particles in Taiwanese: A Discourse-Pragmatic Analysis. Taipei: The Crane Publishing Co.

Chu, Chauncey C. 2002. Relevance Theory, Discourse Markers and the Mandarin Utterance-Final Particle A/Ya, Journal of the Chinese Language Teachers Association, Vol.37:1, pp.1-41