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研究生: 劉羿彣
論文名稱: 中文遠距教學的跨文化言談分析與應用
An Intercultural Conversation Analysis and Application of Chinese Distance Teaching
指導教授: 謝佳玲
學位類別: 碩士
Master
系所名稱: 華語文教學系
Department of Chinese as a Second Language
論文出版年: 2014
畢業學年度: 102
語文別: 中文
論文頁數: 178
中文關鍵詞: 遠距教學言談分析中文教學禮貌面子
英文關鍵詞: Synchronous distance instruction, Conversation Analysis, Chinese Teaching, Politeness, Face
論文種類: 學術論文
相關次數: 點閱:279下載:78
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  • 言談分析(conversational analysis)經常用於檢測日常生活中的言語行為和第二語言(second language)的課室表現,研究發現能恰如其分地使用第二語言溝通,是學習者的一大難點,故本論文以語用學的禮貌現象(politeness phenomena)作為理論背景,並使用Brown和Levinson(1978, 1987)的面子威脅(face-threatening act)理論作為研究架構探討學習者的言談表現。從文獻中發現語境、文化、社會因素會影響和在目標語地區停留的時間等因素皆會影響其第二語言發展的精熟度。
    本論文之主要目的在觀察中文遠距教學情境中師生的真實對話,以歸納學習者運用何種策略和形式用中文進行跨文化討論,並藉由問卷請臺灣的中文母語者評斷學習者的語料,最後找出學習上的難點。研究結果顯示,學習者能意識到師生的社會距離和權力的差異,因而在言談中使用某些禮貌策略來表達,然而母語者則傾向使用更多元的策略,顯示學習者受母語和語言能力的影響,較無法順應語境而使用更精確的言談表現。在語言形式方面,學習者會因受限於既有的第二語言知識而出現失誤,如選用錯誤的否定詞或連詞等等而造成語意不連貫的情況。推究學習者的失誤原因,雖並未受在目標語地區停留時間因素的顯著影響,但跨文化和遠距教學情境的特徵卻會影響他們對語用策略的選用,使得他們較面對面溝通採用更直接的策略,並且會以笑聲和停頓等非語言因素降低對聽話者的面子威脅。
    本研究的貢獻在於透過言談分析方法研究真實的學習語料,進而提供實證性的中文遠距教學跨文化言談分析結果,最後歸納出學習者常見的問題並提供具體的教學建議,以幫助教師輔助學習者成功掌握中文語用策略。

    Coversation analysis (CA) is often used to examine the speech act in daily life and second language classes. Since it is considered difficult for learners to perform in a manner that is considered polite in the target culture, this study is based on Brown and Levinson’s (1978, 1987) framework known as “face-threatening act” (FTA) to observe the learners’ talk in class. Recent research on CA has found that context, culture, and social factors are the variables for deciding the particular type of interaction. For second language learners, the language transfer of their mother language to the target language and the length of time spent in the target language environment can also influence their language performance in target language.
    This study attempts to investigate how Chinese learners in synchronous distance instruction use Chinese to dicuss cross-cultural topics. Their language performance was measured through tests judged by Chinese native speakers from Taiwan. The results of this study demonstrate that Chinese language learners tend to use politeness strategies according to their awareness of the social distance and difference in power. However, native Chinese speakers prefer to choose multiple strategies, which indicates that the Chinese learners do not communicate in an authentic and polite manner due to the transfer of their mother language and the lack of language proficiency. It can be argued that the length of stay in a Chinese-speaking country is the cause of this lack of proficiency. However, in this case, it is caused by cultural differences and the context of a synchronous distance environment. As a result, the students use more direct strategies in a synchronous distance environment than in a face-to-face situation, and they tend to use non-linguistic forms such as laughs and pauses to minimize possible intimidation.
    The main contributions of this study include: 1. Using CA theories to analyze authentic data of Chinese learners. 2. Enhancing our understanding of cross-cultural interaction in Chinese classes by sharing our observations and teaching experience. 3. Helping teachers to enhance students’ awareness of pragmatics and providing instruction on various language forms while also providing guided practice for language learners to communicate successfully.

    目錄 v 表目錄 viii 圖目錄 x 第一章 緒論 1 第一節 研究動機與目的 2 一、 研究動機 2 二、 研究目的 3 第二節 研究範圍與相關名詞釋義 5 一、 研究範圍 5 二、 相關名詞釋義 6 第三節 研究架構 7 第二章 文獻回顧 9 第一節 語用學理論基礎 9 一、 禮貌原則和面子理論 9 二、 華人的禮貌觀 17 三、 言語行為及相關理論 20 第二節 言談分析研究 22 一、 言談分析理論 22 二、 中文言談特徵 37 三、 言談教學發展 42 第三節 中文遠距教學 50 一、 電腦輔助溝通與教學 50 二、 第二語言遠距教學 52 第四節 中介語教學發展 54 一、 中介語理論 54 二、 語用失誤 55 三、 中介語與第二語言教學 56 第五節 小結 59 第三章 研究方法 60 第一節 語料來源 60 一、 語料蒐集方式 60 二、 學習者語料背景 61 三、 母語者調查之語料背景 64 第二節 研究工具 66 一、 遠距教學及轉寫工具 66 二、 母語者調查之問卷設計 69 第三節 研究流程 70 一、 前測及修正 70 二、 正式蒐集語料 71 三、 語料分類 71 四、 語料分析 73 第四節 小結 73 第四章 跨文化語料分析與討論 75 第一節 學習者言談策略 75 一、 公開策略 75 二、 積極禮貌策略 77 三、 消極禮貌策略 82 四、 非公開策略 85 五、 不執行策略 86 第二節 學習者言談形式 91 一、 詞語選擇 91 二、 句式用法 94 三、 語碼轉換 97 四、 非語言因素 98 第三節 學習者語料分析 101 一、 單一策略使用比例 101 二、 多項策略使用比例 103 三、 學習者策略選用特徵 106 第四節 母語者感知與修正結果 106 一、 母語者評分結果 106 二、 母語者修正結果 108 三、 母語者和學習者單一策略對比 111 四、 母語者和學習者多項策略對比 115 第五節 學習者變因 117 一、 社會變因 118 二、 文化變因 123 三、 目標語地區停留時間變因 128 四、 遠距教學變因 132 第六節 小結 134 第五章 跨文化言談教學設計 136 第一節 教學啟示 136 一、 電子教材 136 二、 紙本教材 138 三、 教學應用 147 第二節 教學設計 149 一、 課前資料 149 二、 教案設計 150 第三節 小結 157 第六章 結論與建議 158 第一節 研究結論 158 第二節 研究限制與未來展望 159 參考文獻 161 中文書目: 161 英文書目: 162 教 材: 170 附錄一 母語者合適調查問卷 171 附錄二 遠距教學講義 176 表目錄 表二 1 積極禮貌策略和消極禮貌策略的次策略 15 表二 2中西面子定義之差異 19 表二 3兩種相鄰語對的內容與形式之關係 29 表二 4 Holtgraves的積極禮貌策略 32 表二 5 Locher的異議語策略分類 33 表二 6 中文異議語策略及實例:夏玉瓊與崔義平 40 表二 7 中文異議語的語用和語言特徵:翁孟次 41 表二 8 母語者和學習者異議語策略頻率對比:陳靜雯 43 表二 9 電腦輔助溝通的分類 51 表二 10 傳統教室和網路教室的比較 53 表二 11 日籍學習者異議語的中介語特徵:陳靜雯 58 表三 1 學習者背景資料 62 表三 2各國學習者語料數 63 表三 3母語者受試者年齡分布 65 表三 4轉寫符號系統 68 表四 1學習者言談的策略及例證 87 表四 2 學習者語料單一策略選用個數 101 表四 3 學習者言談常見雙項策略使用統計 104 表四 4 母語者對學習者禮貌策略表達評分 107 表四 5 母語者修正學習者異議語範例 108 表四 6 母語者單一策略選用個數 111 表四 7 學習者糾正教師之語料例證 121 表四 8不同文化背景的學習者言談特徵 123 表四 9高低語境文化背景的禮貌策略分析 124 表四 10高低語境文化背景的禮貌策略百分比 125 表四 11學習者中文能力及在目標語地區停留時間 128 表四 12在目標語地區學習經驗對比母語者之禮貌策略 129 表四 13 面對面溝通和遠距溝通的禮貌策略比較 133 表五 1 《中文聽說讀寫》的異議語練習範例 141 表五 2《新版實用視聽華語》第二冊課文對話中的對話節錄 143 表五 3《新版實用視聽華語》第三冊課文對話中的言談內容節錄 144 表五 4 言談教學的課前準備資料範例 150 表五 5 課前學習單 152 表五 6遠距教案設計實例 152 表五 7 遠距試教結果 156   圖目錄 圖一 1 研究流程圖 7 圖二 1面子威脅行為的禮貌補救策略 14 圖二 2異議語的理解階段 26 圖二 3異議語的成功階段 27 圖三 1 母語者性別比例 65 圖三 2 Skpe上課的介面 66 圖三 3 JoinNet上課的介面 67 圖四 1 學習者語碼轉換筆數分布 97 圖四 2學習者禮貌策略分布 103 圖四 3母語者評分結果分布 107 圖四 4 母語者禮貌策略比例 113 圖四 5 母語者和學習者禮貌主策略對比 113 圖四 6 母語者和學習者禮貌次策略對比 114 圖四 7 母語者言談常見雙項策略使用統計 116 圖四 8 學習者和母語者的非公開策略和不執行策略選擇分布 120 圖四 9各國學習者禮貌策略使用差異 126 圖四 10在目標語地區停留時間不同的學習者對比母語者禮貌策略 130 圖五 1遠距教學異議語 教案設計應用之網路平台 151

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    教 材:
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    Liu, Y. & Yao, T. (Ed.). (2012). Integrated Chinese: Level 2, part2. Boston, MA: Cheng & Tsui Company.

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