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Title: | 反對意見表達協商與教學應用—
以華語非正式會議為例 Disagreement and negotiation in Chinese informal meetings: An analysis and its teaching implications |
Authors: | Shao-Hsin Tsai 蔡劭欣 |
Advisor: | 蔡宜妮(I-Ni Tsai) |
Keyword: | 會話分析,反對意見,定式教學,語用策略,會議, Conversation Analysis,Objection,Formulaic Speech Pedagogy,Pragmatic Strategy,Meeting, |
Publication Year : | 2019 |
Degree: | 碩士 |
Abstract: | 根據前人需求分析(Wang, 2006, 2011; 李育娟,2011; 杜玫昭, 2014),華語學習者對於商務華語的需求確實存在,在會議中發表意見的能力亦在學習者的學習期望當中。但是華語學習者意見表達的型態除了母語影響外,亦受到教材引導的限制,以致表達方式較為受限,其中針對反對意見表達的練習更加缺乏。
本文蒐集私人小型公司內部會議269分鐘真實語料,依反對意見類型分為兩大分析主軸,包含語用策略七類及語言特徵十一類,並以Brown & Levinson(1978,1987)面子威脅理論為輔,排序反對意見策略之強度高低。觀察發現,即使語境為機構性較強的會議情境,因公司內部的會議參與者較為熟悉,語言表現仍然大部分接近日常會話。然而儘管內容形式皆與日常會話類似,經由語料分析,說話者使用的句式與策略仍然可見其機構性,除詞彙區別外,句子層級如弱化的反對策略使用,以及以解釋策略為主的表達方式,句型也與日常會話不同。本文分析發現,說話者表達反對意見時往往綜合使用多種策略與語言特徵,以產生反對強度的細微變化,加強或是弱化威脅面子行為,更發現當雙方皆以強度較高之策略對話導致話輪停滯時,經常有第三人加入,並以建議或者其他弱化的語用策略積極協調,使對話能順利進行。 由語料分析結果整理,各種策略與特徵搭配的組合,以及詞彙、句式皆有不同功能,代表不同強度,接著將其中的句型轉化為結構全式,透過定式結構教學設計三階段教學活動,並提供教學建議。教學活動包含基礎定式結構、策略綜合使用以及主題式活動練習,建議作為多課後的綜合性練習。本文旨在利用真實語料統計並轉化後使用於教學現場,針對反對意見表達行為提供機構性語言的參考。 According to needs analysis of predecessors (Wang, 2006, 2011; Li, 2011; Du, 2014), Chinese language learners' demand for business Chinese does exist, and the ability to express opinions during the meeting is also among the learner's expectations. In addition to the influence of the mother tongue, the expressions of Chinese learners' opinions are also affected by the guidance of the textbooks, so that the expressions are more limited. The practice of expressing objective opinion is, even more, lacking in textbooks. This present study collected 269 minutes of natural speech corpus from the private small-scale company's internal meeting. It is divided into two major analytical categories according to the type of objection, including 7 pragmatic strategies and 11 linguistic features. Supplemented by Brown & Levinson (1978, 1987), the Face-threating act (FTA) theory is used to rank the strength of the opposition strategy. It has been observed that even if the meeting context has obvious institutionality, the participants in the company are more familiar, therefore, the language performance is still mostly close to the ordinary conversation. However, although the content and form are similar to the ordinary conversation, the analyzed data proves that the institutionality still could be seen within sentence structure and strategy used by the speakers. In addition to the lexical difference, the use of the opposing strategy in the sentence hierarchy, such as weakened strategies, and the interpretation composed by explanatory strategy are the proves of difference between original conversation and institutional talk. The present study found that when the speaker expresses the objection, they often use a variety of strategies and linguistic features to generate subtle changes in the strength of the opposition, strengthen or weaken the face-threatening act. Furthermore, we found that when both sides speak with a higher-strength strategy or the turn becomes stagnant, a third person often joins and actively coordinates with suggestions or other weakened pragmatic strategies to make the dialogue go smoothly. From the results of data analysis, the combination of various strategies and features, as well as vocabulary and sentence patterns have different functions, and represent different strengths. The present study used these results to design three-stage teaching activities based on the formulaic speech pedagogy, at the same time to provid teaching advice. The teaching activities include basic form-focused structures, comprehensive use of strategies, and thematic activities. It is recommended as a comprehensive exercise after multiple lessons. The purpose of present study is to practice the results derived from natural speech corpus in the teaching field, and provide an institutional language reference for objection expressions. |
URI: | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/73520 |
DOI: | 10.6342/NTU201900622 |
Fulltext Rights: | 有償授權 |
Appears in Collections: | 華語教學碩士學位學程 |
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ntu-108-1.pdf Restricted Access | 8.43 MB | Adobe PDF |
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