現代漢語引導碼的語用研究及教學應用
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2015
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本論文的研究重點，乃就語用學的層面，從漢語複句和篇章切入，探討現代漢語引導碼的功能和隱涵。引導碼的使用是言談標記 (或連接性詞語)功能之外的引導編碼認知過程。在溝通過程中，說話者和聽話者在語境中經由解碼、假設和推理，讓溝通雙方獲得會話隱涵。就華語學習者而言，對引導碼的使用常有困難，本研究因此進一步分析了華語教材中對引導碼的使用描述。
本研究的理論依據主要包括：系統功能語法與關聯理論。就前者而言，在言語溝通過程涉及的認知，概念功能和人際功能於特定語境下運作時透過語言得以實現。而關聯理論「明示─推理」模式中，引導碼的使用則節省了人際互動複雜的編碼和解碼，減少說話者出力、聽話者費力，提高了話語關聯性，成為溝通時的語言策略。
系統功能語法理論、關聯理論之外，論文亦援引語言行為理論、認知基模理論，與語言教學概念，來分析引導碼「可」vs.「倒」，「畢竟」vs.「到底」等英、漢語之間的語用差異，及其在教材中的說明與運用，期能在華語教學及教材編撰上，針對使用引導碼的困難和問題常略而不談的現象，提出一些見解。
The present dissertation aims to investigate the functions of Modern Chinese procedural encoders in complex sentences and discourses from a pragmatic perspective. Procedural encoders involve the cognitive encoding processes that are beyond their normal function of discourse markers or connectives . During communication, the speaker and the hearer reach mutually understood implicature through a collaborative process that involves encoding, hypothesi- zing , and inferencing. As a result, modern Chinese procedural encoders, which carry extra pragmatic functions, differ greatly from other adverbs, and have posed great learning difficulty for L2 Chinese learners. The present volume further analyzes the usage of procedural encoders described in some teaching materials of L2 Chinese. The present work adopts such theories as Systemic-Functional Grammar （Halliday, 1985）and Relevance Theory （Sperber and Wilson 1966）. The procedural encoders serve the functions of uttering, evaluating , emphasizing and transferring in the expressions of moods, feelings and attitudes of the communication as an important means of indicating the category of discourse markers or encoding procedures, and of teaching philosophy and approaches. In addition, this dissertation adopts the theoretical framework of Speech Act Theory （Austin 1932）, Schema Theory （Anderson 1984）, and Whole Language Approach （Goodman 1986）. Utilizing the above theories, the present study has analyzed some near-synonymous procedural encoders, such as dao vs. ke, daudi vs. bijing, and unveiled their pragmatic differences. In Chapter 4, the pedagogical applications and suggestions for the field of L2 Chinese are provided.
The present dissertation aims to investigate the functions of Modern Chinese procedural encoders in complex sentences and discourses from a pragmatic perspective. Procedural encoders involve the cognitive encoding processes that are beyond their normal function of discourse markers or connectives . During communication, the speaker and the hearer reach mutually understood implicature through a collaborative process that involves encoding, hypothesi- zing , and inferencing. As a result, modern Chinese procedural encoders, which carry extra pragmatic functions, differ greatly from other adverbs, and have posed great learning difficulty for L2 Chinese learners. The present volume further analyzes the usage of procedural encoders described in some teaching materials of L2 Chinese. The present work adopts such theories as Systemic-Functional Grammar （Halliday, 1985）and Relevance Theory （Sperber and Wilson 1966）. The procedural encoders serve the functions of uttering, evaluating , emphasizing and transferring in the expressions of moods, feelings and attitudes of the communication as an important means of indicating the category of discourse markers or encoding procedures, and of teaching philosophy and approaches. In addition, this dissertation adopts the theoretical framework of Speech Act Theory （Austin 1932）, Schema Theory （Anderson 1984）, and Whole Language Approach （Goodman 1986）. Utilizing the above theories, the present study has analyzed some near-synonymous procedural encoders, such as dao vs. ke, daudi vs. bijing, and unveiled their pragmatic differences. In Chapter 4, the pedagogical applications and suggestions for the field of L2 Chinese are provided.
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引導碼, 言談標記, 推論, 隱涵, 系統功能理論, 語言行為理論, 關聯理論, 基模理論, 全語言教學觀, procedural encoder, discourse marker, inference, systemic-functional grammar, speech act theory, relevance theory, schema, whole language approach