華語語氣助詞「喔」與日語相應形式之對比分析: 動漫應用於教學的建議

Abstract

日籍學習者在學習中文時，因中文和日文有能相互替代的語言成分，因而在語氣詞的掌握上時常會遇到一些困難。在現行的華語教材設計當中，語氣詞並非教學的重點，同時目前針對語氣詞的研究也較少。所以當學習者想尋求解答時，也求助無門，無法順利解決此學習難點。

為了解決日籍學習者的學習難點，本研究選擇了在台灣華語中常見的語氣助詞「喔」作為研究對象。參考前人研究的結果，將「喔」分為「確認1」、「確認2」、「提醒」、「評價」四種用法。接著，以在台灣發行上映的中文字幕版《哆啦A夢》電影為主要研究材料，統整分析動漫中語氣助詞「喔」的使用方法。並進一步對比分析日文字幕和中文字幕中，「喔」是如何和日文相互對應的。

以動漫作為語料的分析結果顯示，「喔」使用頻率最高的用法為「提醒」，其次依序是「評價」、「確認2」、「確認1」。而透過對比分析可知，與「確認1」用法相應的日語形式是「のか（noka）」，與「確認2」用法相應的日語形式則是「そうか（souka）」。「提醒」和「評價」在日語中皆可用日語終助詞「よ(yo)」或「ね(ne)」來表示。詳細探析後發現，在日語中會根據對方反應而區分使用的終助詞，在中文當中會統一使用「喔」來表示。因而語氣助詞「喔」和日語終助詞所涵蓋的用法範圍不同，差異之處致使日籍學習者可能出現多用「喔」的情況。

最後，我們提出在華語教學中應用動漫作品的建議：透過動漫裡中日字幕的對比，以及動漫中與「喔」高頻出現的搭配詞，可以強化學習者掌握「喔」的用法，並意識到日語終助詞與漢語語氣助詞的差異之處。

Japanese learners often face challenges when learning Chinese due to linguistic components in Chinese and Japanese that can substitute for one another, especially with the mastery of mood particles. Current Mandarin teaching materials do not focus on mood particles, and research on this topic is also limited. As a result, when learners seek solutions to their difficulties, they often find themselves without adequate resources to overcome these challenges.

To address the learning difficulties of Japanese learners, this study chose the commonly used mood particle "Ou" in Taiwanese Mandarin as its subject. Based on previous research, " Ou " was categorized into four usages: "confirmation 1," "confirmation 2," "reminder," and "evaluation." The study then used the Taiwanese subtitled version of the movie "Doraemon" as the primary research material to analyze how the mood particle " Ou " is used in anime. Furthermore, it conducted a comparative analysis of how " Ou " corresponds between Chinese and Japanese subtitles.

The analysis using anime as a dataset showed that the most frequent usage of " Ou " was "reminder," followed by "evaluation," "confirmation 2," and "confirmation 1." The comparative analysis revealed that the Japanese equivalents for "confirmation 1" and "confirmation 2" are "noka" and "souka". The "reminder" and "evaluation" usages correspond to the Japanese sentence-ending particles "yo" and "ne." The study found that in Japanese, the use of sentence-ending particles varies based on the listener''s response, while in Chinese, " Ou " is used uniformly across different contexts. Consequently, the coverage of mood particles " Ou " and Japanese sentence-ending particles differs, with Japanese particles being more specific and mood particles being more broadly applicable. These differences lead to Japanese learners frequently overusing " Ou".

Finally, we propose the use of anime in Chinese teaching. The study found that by comparing Chinese and Japanese subtitles in anime and examining the high-frequency collocations with "Ou" in anime, learners can better grasp the usage of " Ou " and become aware of the differences between Japanese sentence-ending particles and Chinese mood particles.