漢語讓步性副詞"還是"的篇章、語用研究及教學啟示

Abstract

筆者在課堂教學時，觀察到外籍學生多半對於讓步性副詞的「還是」感到疑惑，無法內化進而靈活地運用，且學生容易被英文翻譯所影響。因此，針對讓步性副詞的「還是」在篇章、語用功能加以研究，期許能在教學上有所貢獻。 本論文以Halliday的「概念」(ideational)、「篇章」(textual)、「人際」 (interpersonal)三大純理功能(metafunction)為分析架構，蒐集語料共605筆，從中探討漢語讓步性副詞「還是」在篇章、語用層面的語言現象，並將研究結果融入教學之中。 首先，在篇章層面上，「還是」位於句首時，屬句外範距，位於句中時，屬句內範距。從語料庫統計的數據來看，句內範距的「還是」使用頻率高於句外範距「還是」。就焦點功能而言，「還是」在句內範距時，該詞的範距小，只管轄動詞子句，產生「句尾焦點」。而「還是」在句外範距時，其範距大，管轄整個篇章，產生「對比焦點」。 其次，在語用層面上，「還是」本身為情態詞中的評價情態，表示說話者的主觀看法與態度，其語用功能為「反預期」，本研究先根據顯性預期句與隱性預期句的分類來進行分析，另一方面，亦探討「還是」與情態詞共現之情形，發現其多與「義務情態詞」共現。 最後筆者根據以上分析結果，評析五本臺灣及美國目前通行的華語教材，建議將本論文之研究結果應用於課程之中。

While teaching Mandarin in a classroom setting, this author has observed the difficulty many learners have displayed towards an internalized and flexible understanding of the concession adverb “Haishi”, perhaps influenced by an oversimplified English translation. Therefore, this study examines the adverb at the discourse and pragmatic levels, with hopes the results may contribute to Chinese language education. This research has adopted the theoretical framework of Halliday’s metafunctions of language, which encompasses ideational, textual, and interpersonal functions (Halliday 1985, 1994, 2004). This study is substantiated by 604 pieces of written data, focused around the use of “Haishi”, in order to better explore its uses at the discourse and pragmatic levels. At the discourse level, “Haishi” can serve as either an inter-sentential or intra-sentential connection: Inter-sentential when appearing at the start of a sentence, and intra-sentential when appearing within the sentence. In our data, instances of “Haishi” at the beginning of the sentence were greater than those of “Haishi” within the sentence. In terms of focus, when intra-sentential, “Haishi” only served a function within the verb clause, producing an “end focus”. When inter-sentential, however, “Haishi” served a larger purpose as a “contrastive focus” for the entire sentence. Pragmatically, “Haishi” serves an evaluative function within a modal phrase, representing the speaker’s subjective view and attitude, its function being to counter an expectation. This study will first analyze both explicit and implicit expectations produced using “Haishi”, followed by a discussion of the occurrence of “Haishi” as a modal verb, the majority being deontic modal verbs. Finally, this author reviews five Chinese language textbooks commonly used in Taiwan and the United States, using this study’s results as a basis to provide suggestions for future Chinese language education.