語言使用、互為主觀性與人際互動：臺灣英文寫作諮詢之建議類指示行為

Abstract

本論文旨在研究臺灣的英文寫作諮詢員，在大學寫作中心的寫作諮詢互動中，使用漢語指示行為的方式，其指示行為的功能，以及影響指示行為結構的因素。僅管不同地區的英文寫作諮詢服務與互動模式皆有所差異，目前大多數相關文獻都聚焦在英語系國家或以英語進行的寫作諮詢互動，鮮少探討如何以其他語言在非英語系國家進行英文寫作諮詢。 有鑑於此，本研究將以互動語言學的研究方法，分析真實發生的寫作諮詢錄音，來探究臺灣的英文寫作諮詢員在諮詢過程中，如何使用漢語指示行為。研究的語料來自臺灣北部一所知名大學的寫作中心，總長約12.5小時的英文寫作諮詢錄音。參與的人員包含五位研究生諮詢員，以及二十一位尋求寫作諮詢的研究生，所有人員皆能流利使用中文，並有一定的英文寫作能力與經驗。在語料當中，一共找到約1064個漢語指示行為，以作為本研究分析之基礎。 基於收集到之語料，本研究有以下發現：在形式的方面，寫作諮詢中的漢語指示行為最常以宣示結構表現，第二常用的形式為祈使結構，而做為指示行為的問句與片語則只佔一小部份的例子。語料更進一步顯示，若在寫作諮詢中以問句作為指示行為，似乎容易造成誤解，不建議使用。 僅管有許多不同的句型能在寫作諮詢中用來形成漢語指示行為，本研究卻發現，寫作諮詢員在形式上的選擇，大多受到該指示行為在寫作諮詢這類機構話語中，所要達到的功能之影響。本研究指出，寫作諮詢中的指示行為可以依據其功能，分成三大類：建議類指示行為、諮詢管理類指示行為，以及關係類指示行為。不同的指示行為，在句型、長度、複雜度，以及常見共現詞語上，皆有不同的表現。而各大類之語用特徵，如立即性、可達性、參與框架與知識關係，對於各類指示行為細節的語言實現，皆有決定性的影響。 由於建議類指示行為的複雜性與重要性，本論文對於這類指示行為進行了更深入的探討。本研究發現，寫作諮詢員常用四種不同的漢語結構，來建構建議類指示行為，包含假設句、因果句、選擇句與舉例句。這些句型不僅出現在特定的順序結構中，更能在言談、人際與教學三方面，達到不同的功能。而這些句型的使用也代表英文寫作諮詢並非一成不變的單向講述，而是不斷變動、合力達成互為主觀性的過程。 本研究之貢獻包含下列幾點：第一，本論文描繪出如何在臺灣的大學寫作中心，以漢語進行英文寫作諮詢這類的機構話語。第二，本研究同時也呈現出漢語中形成與運用指示行為的方式。第三，本論文對漢語指示行為在寫作諮詢中的形式分佈，提出功能性的解釋。第四，本研究指出四個常與建議類指示行為共同使用的語言結構，並分析其形式與功能上的特性。最後，基於以上的分析，本論文對於如何在臺灣進行英文寫作諮詢，以及如何訓練諮詢員的方式，提出一些看法與建議。

This study aims to investigate tutors’ use of Mandarin directives in English writing tutorials in an EFL context. Despite the disparities of writing center interaction in different languages and countries, most past research of writing centers or writing tutoring examines only tutoring encounters conducted in English and/or in North America. Little is known about tutorials that take place in an EFL context and/or in languages other than English. To fill this gap, the present research is set out to analyze the forms and functions of English writing tutors’ use of Mandarin directives in Taiwan. Adopting the approach of Interactional Linguistics, this study is based on 12.5-hour audio recordings of face-to-face bilingual tutoring interactions on English academic writing between 5 graduate tutors and 21 graudate tutees, all of whom spoke fluent Mandarin, in the writing center of a prestigious university in Northern Taiwan. In total, 1064 instances of tutor-initiated Mandarin directives were identified for analysis. The results show that with respect to the form of directives, declaratives, such as modal declaratives, subject-jiu declaratives, and bi-clausal constructions, account for the great majority of the instances. Imperatives, including simple and complex imperatives, are the second most frequent clause type used to form a directive action. Finally, interrogatives and phrasal expressions constitute a small proportion of the tokens. The data also suggests that interrogatively formatted directives seem to cause misinterpretation in writing tutoring and are thus less often employed. Furthermore, it is argued that the institutional function served by a directive has a significant impact on the realization form of the speech act. The instances of directives in our data can be further grouped into three functional categories: Advice-giving directives (AGDs), tutorial-management directives (TMDs), and rapport-building directives (RBDs). Each of the categories demonstrates a set of structural features, including the type of form in which the directive is realized, the length and complexity of the directive, and the linguistic devices that recur in the context of the speech act. The pragmatic characteristics of each category, including immediacy, contingency, participation framework and knowledge concerning the nominated action, are found to shape the linguistic features employed to form the directive. Given the complexity and prominence of AGDs in writing tutorials, a more detailed discussion on this type of directives is presented. Four constructions, i.e., conditional, causal, disjunctive, and exemplification constructions, are recurrently employed to form or support AGDs in writing tutoring discourse. Each construction is used in particular sequential patterns and serves discourse, interpersonal, and pedagogical functions. These findings also indicate that advice-giving in writing tutoring interaction is not fixed and monological, but a dynamic, collaborative process of achieving various types of intersubjectivity. The contribution of this dissertation is thus manifold. First, it lays out a description of the linguistic patterns used to construct English writing tutoring interaction in an EFL context and in a language other than English. Second, the examples also show how Mandarin directives are formatted and deployed in institutional interaction. Third, this research further proposes a functional and interactional account for the distribution of directive forms. Fourth, this investigation identifies a number of Mandarin constructions that are recurrently used in advice-giving and analyzes their forms and functions. Finally, the current research also provides insights into and suggestions for the practice of writing tutoring in an EFL context.