過去對於現代漢語語尾助詞「呢」的研究,多將其視為一個可表達不同語氣的語氣詞,或是疑問助詞,其語義及功能各家學者眾說紛紜,未能達成共識。 本文參考屈(1999)的架構,由句法語義(syntactic-meaning)、言談語用(pragmatic)及篇章層次(discourse)切入分析出「呢」的三核心(core property)—分別為石&張(1995)的「指明事實」、李(1999)的“contrast”,以及基於屈(1999)的分析所改寫的「前後關聯」(RELEVANCE),並歸結出「呢」在現代漢語為一具指示功能的語用標記(pragmatic marker)。 然而,基於教學的考量及其功能的區分下,本文主張將「呢」分為兩者—出現於疑問句尾及句中的「呢」為「語篇關聯標記」(discourse marker),作用在加強篇章上下文的關聯性,而在陳述句尾的「呢」則為「情態標記」(modality marker),其核心與語境中其他因素產生互動,使得語句產生各式情態。 此外,音高亦影響了語句情態的詮釋,符合李櫻(1999)的分析,除了顯示說話者本身涉入的程度(speaker involvement),亦顯示參與者取向(participant orientation),也因此衍生出高音(non-low)「呢」在疑問句式中具負載疑問信息的功能,而低音(low)「呢」在陳述句及反詰句尾則具有緩和對立的言談功能。 最後,我們還將針對三本初級漢語教材對「呢」的處理及解釋進行討論,並對漢語語用標記「呢」的教學提出建議。
In the past, most studies which consider Mandarin utterance-final particle –ne merely in semantic or syntactic terms are insufficient. This study investigates –ne from three perspectives—that is syntactic-meaning, pragmatic and discourse. The study is based on natural spoken data, including daily conversations, comic shows, as well as TV drama series. A script is also selected to make up for the shortage of the oral data. It is pointed out that the core meaning or function of –ne refers to “an existing fact”(Shi & Zhang, 1995) at semantic level, “contrast”(Li, 1999) at pragmatic level, and “relevance”(Chu, 1999) at discourse one. We also find that pitch difference affects the discourse function of –ne. Therefore, we support claims by Li(1999) according to which the interpretation of utterances followed by –ne should depend on the interaction between the core meaning of –ne, pitch and other factors related to the context of the conversation under the operation of Grice’s(1975) Cooperative Principle. –Ne should be treated as a pragmatic marker, which can be divided into two categories-a discourse marker and a modality marker. Finally, according to Teng’s (2003) framework, we propose teaching strategies, suggestions and pedagogical grammar rules related to –ne, including an assessment of the way –ne is treated in three Mandarin teaching manuals for beginners.