華語請求行為之表現分析及教學應用 -以華語電視劇之請求表現為例

Abstract

請求行為是日常交際中最常見的言語行為之一，在語用學領域裡，請求言語行為（the speech act of requests）是最被受關注的。但請求言語行為在本質上或多或少都將威脅到交際雙方的面子，給發話者帶來不少負擔，因此華語學習者用華語進行請求行為時，為恰當的請求言語行為便得考慮華語文化和語境，並選擇不同的請求行為策略。然而，目前說明請求行為的華語教材較少，而有關華語請求行為的研究偏向分析其中心行為（head act）策略與此使用頻率。 本研究，首先確定請求言語行為的定義，然後以台灣電視劇作為研究對象蒐集語料進行華語請求表現的內容分析。本研究，參照Blum-Kulka, House& Kasper的請求行為策略將請求行為分為三個部分：起始行為、中心行為、輔助行為，探討華語中該三種行為的實際運用情況，而進一步考察華語文化對請求言語行為的影響與其特徵。 研究結果呈現，華語中雙項策略的使用頻率最高，一定包含中心行為策略。在中心行為方面，華語請求表現中使用祈使句的直接策略表現最多，但通常直接策略加上「模糊語」、「禮貌用語」、「附加問句」等輔助性的手段一起使用，而無論「直接策略」或者「間接策略」的請求表現，都頻繁出現「附加問句」。在起始行為方面，其表現很豐富，尤其「稱呼語」系統比較複雜並反映在特定語境中交際雙方的社會關係。 在輔助行為方面，「說明原因」策略的使用頻度相當高，若請求行為有難度，輔助行為的表現又長又複雜。華語中，在交際中禮貌和面子為華語文化的重要部分，於是以禮貌作為一種交際策略使用。最後，根據電視劇教學的理論與研究結果，本文提出華語請求教學教案範例。The act of request is one of the speech acts frequently used in daily interactions and also is getting attention in the field of language usage. However, the nature of act of request has the possibility of humiliating the participants of the interaction thus it imposes certain level of burden to the speaker. Therefore, when the learners of Chinese use act of request in Chinese, they should consider the Chinese culture and the context of speech in order to establish appropriate act of request strategies. However, there are currently only a few Chinese textbooks explaining act of request and the researches on act of request focus on head act strategies and the frequency of usage. In this study, there is a definition of act of request and an analysis of Chinese requestive Chinese expressions based on expressions used in Taiwanese dramas. This study classifies act of request into three categories including initial act, head act, supportive act according to act of request strategies by Blum-Kulka, House& Kasper. Also, there is an analysis of situations when these three categories are used in the real life to identify the characteristics and impacts of Chinese culture on act of request. As a result, this study revealed that ‘Chinese mutual strategies are most frequently used and there are head act strategies included’. In terms of head act, imperative sentences are most frequently used as direct strategy expressions among Chinese requestive expressions while ‘Ambiguous expressions’, ‘Politeness expressions’, ‘Questions tags’ are used as supportive method. Therefore, both ‘Direct strategy’ and ‘Indirect strategy’ requestive expressions were followed by ‘Question tags’. Thereare diverse expressions in the initial act. Especially, ‘Address forms’ were relatively complex and they indicated mutual social relationship in certain language environment. In terms of supportive act, the frequency of ‘Cause explanation’ was quite high. While act of request was difficult, the supportive act expressions were long and complex. Politeness act was used as interaction strategies since politeness and saving face were considered important in Chinese culture. Lastly, this study covers the caseof Chinese requestive expression teaching plans based on drama education theories and study results.