從道歉語與感謝語的語境特徵看隱含性話語表達

Abstract

在全球化的浪潮下，以華語為外語學習者也日益增多，跨文化交際以及文化融入也成為21世紀語言學習的重要議題。華語因應地區、文化的不同在使用上也出現些許的差異，但華人文化卻作為主要共同核心體現在語言中。在華人社會中「禮貌」和「面子」都是與人交際時的重要概念與工具，而「道歉」和「感謝」則是話語交際中展現禮貌、保全面子的典型例子。 在華人社會裡「正人求諸己，小人求諸人」是千古流傳的道德依歸，教人遇到衝突時先自省認錯，不要先將錯誤加諸在他人身上。而在現代道歉用語除了表達真誠的致歉之外，有時還具有責怪、威脅等隱含性意涵，而這部分也是學習者容易混淆的部分。感謝在華人社會的文化中則一直是一種重要的美德，「受人點滴，湧泉以報」是代代相傳的行事準則，在現代感謝用語除了表達對他人真誠的致謝之外，有時還具有埋怨、諷刺等隱含性意涵，華語學習者若沒有相關文化知識融入在語言學習中，便容易誤判並產生誤會。 本研究利用問卷實驗法，調查華語學習者面對隱含性語意能否正確辨別，最後分析華語學習者判斷感謝語及道歉語中的隱含性語意產生的偏誤及形成原因，並提供未來教師的教學建議。根據研究結果，詞彙難度、詞彙帶有的情緒色彩、詞彙出現的頻次等都會造成華語學習者判斷時的差異，句子中的詞彙難度低、帶有的情緒色彩強、在生活中出現的頻次高，華語學習者可以更容易判別出句子中的隱含性語義，另外華語學習者若可以聽到說話者真實的語氣，也可以幫助他們判別出說話者的感謝或道歉是否真心誠意。 華語學習者的學習背景、學習地區、學習華語的時間長短、年齡乃至學習者教師的國籍背景等也對於判別隱含性語意發揮重要的關鍵，華語教師若可以在教學中加入這類含有文化意的語言使用，相信可以拓展華語學習者廣闊的華語觀，協助華語學習者更順利的融入華人社會。Under the wave of globalization, Chinese learners are also increasing. Intercultural communication and cultural integration have also become in the 21st century. In Chinese society, "politeness" and "face" are important concepts when communicating with people, and "apology" and "gratefulness" are typical examples of showing politeness and protecting face in communication. In the Chinese society, the traditional value teaches people to admit mistakes when confronted with conflicts. In apology expression, in addition to expressing sincere apology, sometimes it also has implicit meanings such as blame and threat, and this is a part that learners are easily confused. Gratitude has always been an important virtue in Chinese culture. In expressions of gratitude, implicit meanings might be implied such as blame and satire. If Chinese learners don’t have cultural knowledge integrated into language learning, they might easily misjudge. This study uses a questionnaire experiment method to analyze whether Chinese learners can correctly discern implied semantics, the errors and formation reasons of Chinese learners' judgment of implicit semantics, and provides teaching suggestions. According to the results, the difficulty of vocabulary, the emotions of vocabulary, and the frequency of vocabulary will cause differences in the judgment. In addition, if Chinese learners can hear the true speaking tone of the speaker, it can also help them distinguish whether the speaker ’s gratitude or apology is sincere. The learning background, learning area, length of learning time etc. are also important for distinguishing implicit semantic meaning. If Chinese teachers can add such cultural meaning to the use of language is believed to help Chinese learners integrate into the Chinese society more smoothly.