華語學習者的對話互動能力——以聽話者回應看一致性互動資源的運用

Abstract

21世紀的華語教學主流中，口語的溝通交際能力備受重視與廣泛研究。二語的溝通能力不止能促進國際交流的協作互助，更能進一步達到多元文化之間的互動與理解。為了瞭解華語學習者如何在溝通中，展現語言的互動能力，本研究探討學習者在互動對話裡延續話題時，如何展現一致性互動資源（alignment resources）的應用並進行互動。本研究使用會話分析方法，分析華語學習者在同儕自然華語對話中，使用一致性資源延續話題的方式與能力。研究分析中，討論了達成一致性的三類行動，分別為評論、簡潔再現與協同貢獻，並利用微觀分析再對三類行動進行細分，解構資源使用的過程，分析後得到共11項行動的使用方式。 經過對華語學習者自然口語語料的分析，在一致性的三類行動裡，我們的語料發現11項使用方式能在對話中幫助達到一致性，分別為：評論中的認同特定內容、表達認同立場以及表達不認同立場；簡潔再現包含統整想法、釐清想法、整合意見的使用；最後，協同貢獻則包括列舉、提供細節、列舉並提供細節、提供相似經驗、共構記憶。一致性資源的使用可以提升對話中的互動主觀性，有效指引使用者延續話題，藉此促進溝通交際中的互動；由此可知，學習者使用一致性互動資源可作為互動能力的展現。 本研究希望透過對互動資源實際使用方式的觀察，深入了解互動能力的樣貌，並藉由對互動與互動資源使用方式的理解，期許能為華語教學，學習者互動能力的培養，做出實務研究上的貢獻。

Oral communication skills receive much attention and led to extensive research in modern Chinese language teaching. Communication in a second language can not only facilitate cooperation and collaboration, but can also foster mutual interaction and understanding in cross-cultural situations. In order to understand how Chinese language learners demonstrate L2 interactional competence in communication, this research, based on the perspective of social-interactional approach to learning, explores how learners use interactional alignment resources and socio-cultural elements to extend topics in talk-in-interaction. This study uses the method of Conversation Analysis on peer-to-peer natural conversation in Chinese among Chinese language learners, to analyze the actions that are employed to achieve alignment in extending topics; meanwhile, to observe how organization of alignment resources enhances interactivity in the conversation by integrating socio-cultural elements. In the research, three categories of interactional alignment actions were observed: assessment, formulation and collaborative contribution; there are 11 action subcategories to instantiate the organization and employment of alignment resources. Assessment category includes agreeing certain content, agreeing to certain stance, and disagreeing to certain stance; formulation category includes unifying ideas, clarifying ideas, and integrating opinions; collaborative contribution category includes listing, providing details, listing plus providing details, offering similar experiences, and co-constructing memory. This study reveals that the use of the information provided by socio-cultural elements such as internal context, identity and social background in the dialogue, effectively helps comprehension of meaning when employing alignment resources . The use of alignment resources enhances the intersubjectivity of interaction in dialogue, effectively guides learners to extend the topic, thereby promoting interaction in communication; therefore, learners' use of alignment resources can be seen as a display of interactional competence. This study hopes to gain an in-depth understanding of the organization and employment of interactional resources through the observation of the practices in real conversation. Through the comprehensive understanding of interaction, interactional resources, and the socio-cultural elements involved, this practical research is expected to contribute to further understanding to Chinese learners’ interactional competence.