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研究生: 李家豪
論文名稱: 華語說服語言語意、語用、語篇分析研究
An Analytical Semantics, Pragmatics and Discourse Research on Mandarin Chinese Persuasive Language
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: 2011
畢業學年度: 99
語文別: 中文
論文頁數: 208
中文關鍵詞: 說服情態言語行為後設論述華語教學
英文關鍵詞: Persuasion, Modality, Speech Act, Metadiscourse, Chinese Teaching
論文種類: 學術論文
相關次數: 點閱:291下載:103
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  • 溝通為人類使用語言的目的。而語言的功能不僅為傳遞訊息,亦是表達個人態度與立場的重要途徑。說服即是建立於傳訊與表態語言作用的溝通理論,且前人豐富文獻已由各學門觀點探究說服訊息的來源、媒介、組成、結構等要素,唯華語說服語言的研究仍顯不足。說服訊息的語言使用牽涉說服者文化的社會規約,亦受到情境中說服對象之固有訊息量與意願強弱度等變因影響,華語學習者更可能因其語言能力或文化感知的差異,遭遇表述或理解華語說服訊息的困境。
    為增補文獻缺乏,本研究採用語篇補全測試蒐集華語母語者與華語學習者的說服訊息,以前人語意情態、語用策略、語篇後設等理論架構分析華語說服訊息中的類別、組成、情態、策略與銜接標記。研究除歸納華語說服訊息中的語言現象與通則之外,亦將統計結果對比說服對象持有態度變因,探討母語者依循情境差異而調整的說服訊息與學習者說服語言表現特徵。
    研究結果揭示,華語說服者依序以認知、義務、動力、評價情態作為表態說服立場的手段,可見情態語意法則的確信度、主客觀、必要性、條件與對比皆左右情態的使用與分布。說服立論程序可歸納為指示行為、證據知識、理論闡釋、辯證對比與情感訴求及數項次類。其中建議與勸告、論說與損益、反駁與掩飾等皆為常用以提供指導、支援、推論與反證之說服策略,而情感訴求的究責或施壓,則以修辭手段達成說服目的。後設論述機制中的互動類連接與架構標記得以引導對方理解說服思維,但訊息精簡而少有參照、示證與註解標記。各類交互後設論述的高頻運用為說服者顧及對方觀感的佐證。
    說服對象固有訊息與意願偏好區辨不同說服目的且須搭配不同情態、策略與後設論述的組合。此外,學習者語言能力為箝制其訊息構成的關鍵因素,初中級或中高級者說服與表現迥異且均可能遭遇學習難點。因此,融入說服語用概念與互動分組活動的華語說服協商教學可設置於教學提案之中。

    Language conveys information and implies speakers’ attitudes, thereby enabling them to influence others. Linguistic acts of persuasion have received considerable attention from various disciplines. However, there has not yet been much research in Mandarin Chinese persuasive messages. This study investigates the semantic, pramgatic and discourse elements of persuasive language, contrasts its contextual variables and observes interlanguages of Mandarin learners, then concludes with a description of pedagogical implication.
    The results of discourse completion tasks suggest that Mandarin persuaders apply epistemic, deontic and dynamic modality with attempts of expressing certainty, subjectivity, responsibility and evaluation in proposition. In addition, persuasive argumentations can be divided into direction, information, illustration, contradiction, affective appeal and several subcategories. Strategies such as suggesting/advising, dissertating/judging, and refuting/questioning are tactics of providing directives, support, inference and counterargument. Activation of commitment and pressure accomplish convincing in a rhetoric way. In metadiscourse, transition and frame markers are frequently used for facilitating cohesion and organization. Attitude and engagement markers indicate persuaders’ judgment and offer guidance of an action.
    Learned message and the preferences of interlocutors differentiate persuasion acts, and each purpose requires collocation of modality, strategies and metadiscourse. Additionally, language competence is crucial factor which affects learners’ ability to create persuasive messages in Mandarin. Pragmatic concepts and interactivities for persuasion can be included in language instruction.

    目錄 iii 表目錄 v 圖目錄 vi 第一章 導論 1 第一節 研究動機與目的 1 第二節 研究方向與範圍 4 一、 理論界定 4 二、 探討範圍 5 三、 研究問題 6 第三節 本文概述與架構 7 第二章 文獻探討 8 第一節 說服行為理論 8 一、 說服行為的定義 8 二、 古代語藝學理論 10 三、 近代社會學理論 11 第二節 說服語言構成 13 一、 說服影響要素 13 二、 說服概念模型 16 三、 說服訊息內涵 21 第三節 說服相關研究 24 一、 語意情態研究 24 二、 語用策略研究 28 三、 語篇後設研究 34 第四節 小結 41 第三章 研究方法 43 第一節 研究對象 43 一、 華語母語者 44 二、 華語學習者 45 第二節 研究工具 47 一、 語篇補全測試 47 二、 問卷內容設計 49 三、 說服情境剖析 50 第三節 研究流程 56 第四節 小結 59 第四章 說服訊息之語言分析 61 第一節 說服訊息中的語意情態 61 一、 華語說服語意情態使用 61 二、 說服語意情態頻率分布 72 第二節 說服訊息中的語用策略 82 一、 華語說服語用策略使用 82 二、 說服語用策略頻率分布 122 第三節 說服訊息中的語篇後設 127 一、 華語說服語篇後設使用 127 二、 說服語篇後設頻率分布 150 第四節 小結 154 第五章 說服訊息之對比分析 156 第一節 模擬情境的難度變因 156 一、 語意情態與難度因素 157 二、 語用策略與難度因素 160 三、 語篇後設與難度因素 164 第二節 學習者的中介語特徵 171 一、 學習者語意情態特徵 172 二、 學習者語用策略特徵 174 三、 學習者語篇後設特徵 178 第三節 小結 183 第六章 說服協商之教學啟示 185 第一節 說服語言的教學要則 185 第二節 說服情境的任務設置 189 第三節 說服溝通的課程提案 196 第四節 小結 198 第七章 結論 199 第一節 研究結果 199 第二節 研究侷限 201 第三節 研究展望 202 參考文獻 203 附錄 208

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