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研究生: 楊千緻
Yang, Chien-Chih
論文名稱: 臉書新聞分享引言與標題之中英對比:互動策略與教學應用
A Contrastive Analysis of News Introduction and Headlines on Facebook in Chinese and English: Interaction Strategies and its Pedagogical Application
指導教授: 謝佳玲
Hsieh, Chia-Ling
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: 2018
畢業學年度: 106
語文別: 中文
論文頁數: 136
中文關鍵詞: 社群網站新聞標題互動策略後設論述
英文關鍵詞: social networking website, news headline, interaction strategy, metadiscourse
DOI URL: http://doi.org/10.6345/THE.NTNU.DCSL.045.2018.A07
論文種類: 學術論文
相關次數: 點閱:190下載:37
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  • 新聞是民眾獲取資訊的重要來源。隨著社群網站的興起與普及,社群網站便成為新聞媒體傳播線上新聞的主要方式之一。「互動」被視為社群媒體的主要優勢和特徵(Ksiazek et al., 2016; Morris & Ogan, 1996)。新聞編者在其新聞粉絲專頁上發佈新聞時所呈現的「新聞分享引言」與「新聞標題」對於提高互動性扮演重要角色。然而探討相關互動策略的研究仍不多見。因此,本研究採用Hyland(2005)後設論述架構中的七類標記作為分析互動策略的框架,對比分析中英軟、硬新聞分享引言和標題的互動策略,並將結果應用於華語教學中。
    本研究之語料取自2017年台灣與美國臉書新聞粉絲專頁上的新聞分享引言與新聞標題各300筆。對比結果發現,中英新聞分享引言與標題之互動策略有相似亦有相異處。相似處如:中英皆使用大量且豐富的態度標記詞彙。相異處諸如:中文整體互動策略標記的使用頻率高於英文、中文比起英文更常使用態度標記和推進標記、態度標記與推進標記之詞彙也較英文更為豐富,而英文比起中文常使用內指標記和規避標記。
    研究結果顯示,中英相似處反映出兩者皆傾向於新聞分享引言和標題中展示作者立場和態度以提升互動性。但其中相異處也顯示語言文化對中英互動策略的語言形式與使用頻率之影響。本文將研究結果應用於中文新聞之新聞分享引言與標題的閱讀教學設計上。

    For the general public, news is an important source of information. With the emergence and increasing prevalence of social networking websites, social networking websites have become one of the main platforms where online news is delivered. “Interaction” is viewed as a major advantage and characteristic of social media (Ksiazek et al., 2016; Morris & Ogan, 1996). “News introduction” and “news headlines” posted by social media editors for news articles published on their fan pages play an important role in increasing the interactivity of social media. As research of interaction strategies is rare, this study employed the seven markers in Hyland’s (2005) model of metadiscourse as a framework for analyzing interaction strategies. Based on this framework, this study compared the interaction strategies used in introduction and headlines for hard news and soft news on Chinese and English Facebook fan pages, and then applied the results to teaching Chinese as a second language.
    The corpus used in this study was obtained from Taiwanese and American news media’s Facebook fan pages during 2017. 300 pieces of news introduction and news headlines in each language were collected. The comparison showed numerous similarities and differences in the interaction strategies between Chinese and English news. The similarities include, for instance, frequent use of a large amount of and diverse attitude markers. The differences include, for instance, the overall use of interaction strategy markers in Chinese news is higher than that of English news, attitude markers and boosters are utilized more frequently and with more diversity in Chinese news compared to English news, and endophoric markers and hedges are more common in English news compared to Chinese news.
    The results of this study on Chinese and English news interaction strategies showed that similarly, they both demonstrate a tendency to display the author’s stance and attitude in news introduction and headlines in order to increase interactivity, while the differences reveal the influence of language and culture disparities on the form and frequency of interaction strategies. This study also applied the results to design instructions on reading Chinese news introduction and news headlines.

    第一章 緒論 1 第一節 研究動機與目的 1 第二節 研究問題 6 第三節 名詞釋義 7 一、何謂「社群網站」 7 二、何謂「粉絲專頁」 7 三、何謂「新聞分享引言」 8 四、何謂「新聞標題」 10 第四節 本文架構 11 第二章 文獻回顧 13 第一節 社群網站上的新聞 13 一、社群網站上的新聞特色 13 二、社群網站上的新聞重要性 15 第二節 新聞類型 16 一、軟新聞與硬新聞之定義與分類方式 17 二、軟新聞與硬新聞之特徵 20 第三節 互動策略 21 一、後設論述的定義 21 二、後設論述的類型 22 三、新聞中的後設論述 34 第四節 小結 44 第三章 研究方法 45 第一節 研究流程 45 第二節 語料來源 47 一、臉書的歷史與功能 47 二、新聞粉絲專頁 51 第三節 研究步驟 52 一、蒐集程序 52 二、分析方式 55 第四章 研究結果與討論 57 第一節 中英質化分析結果 57 一、中英互動策略標記 57 二、中英互動策略標記常用詞語表 72 第二節 中英量化對比結果 77 一、中英各類互動策略標記使用情形 78 二、新聞類型對互動標記使用頻率的影響 80 第三節 研究討論 85 第四節 小結 91 第五章 教學應用 93 第一節 教學設計對象和目標 93 一、教學對象 93 二、教學目標 94 三、理論基礎與應用 95 四、教學材料 96 第二節 教學步驟 97 一、教學步驟一:臉書新聞粉絲專頁介紹 97 二、教學步驟二:態度標記教學 99 三、教學步驟三:推進標記教學 107 第三節 教案設計 112 第四節 小結 116 第六章 結論 117 第一節 研究結論與貢獻 117 第二節 研究限制與展望 121 參考資料 123 附件一 歸納態度標記學習單 131 附件二 測試態度標記分析歸納能力學習單 133 附件三 歸納推進標記學習單 134 附件四 測試推進標記分析歸納能力學習單 135 附件五 態度標記與推進標記應用能力測試學習單 136

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