確認用法の「ダロウ」に見る対人関係について─受け手の心的状態の分析を通じて─

Abstract

本研究以確認用法的「ダロウ」為研究對象，著重於以往基於發話者視角的語用功能說明中所無法充分闡明的部分，站在受話者的視角並透過分析受話者的情 緒狀態，探討「ダロウ」在會話中對人際關係所產生的影響。研究方法以蕭(2017) 所提出之「ダロウ」的七個使用場景──「事實確認」「注意喚起」「話題提起」「同意要求」「施壓」「不滿」「附和」──為基礎，自大型會話語料庫中收集使 用實例，以面子(face)的概念來推測與分類受話者的情緒狀態後，再根據預調查 的結果設定情緒類別，針對日語母語者進行問卷調查。

調查結果顯示，受話者的情緒狀態可歸納為三種類型;「事實確認」與「話題提起」場景中以正面情緒為主，「同意要求」與「不滿」則以負面情緒為主，「注意喚起」「施壓」「附和」則呈現正負情緒並存的傾向。本研究進一步指出，這些情緒分佈與「ダロウ」在會話中所發揮的作用密切相關，「ダロウ」具有增強原有情緒的「情緒強化功能」與削弱原有情緒的「情緒弱化功能」，並根據受話者在會話過程中的情緒變化產生「正面效果」與「負面效果」。此外，此效果會因「是否具有持續性共感」「是否牽涉受話者利益」「是否牽涉受話者責任」三項共通要素而產生變化。透過上述發現，本研究旨在為日語教育中的「ダロウ」教學提供具體 的建議與參考。

This study focuses on the confirmative usage of the Japanese modal expression “darou” and explores its impact on interpersonal relationships from the perspective of the recipient—a dimension that has not been sufficiently addressed in previous research, which has primarily centered on the speaker’s viewpoint. By analyzing the emotional states of recipients, the study aims to clarify how “darou” functions within conversations to influence interpersonal dynamics.

The research is based on seven contexts proposed by Xiao (2017) — “check”, “call for attention”, “bring up a topic”, “ask for agreement”, “press one’s thought into others”, “express anger” and “give responses”. Conversational data were collected from the large- scale corpus, and the emotional states of recipients were inferred and categorized using the concept of “face”. Based on a preliminary investigation, emotional categories were established and a questionnaire was administered to native Japanese speakers.

The results reveal three patterns of recipient emotional response: positive emotions were dominant in “check” and “bring up a topic”; negative emotions prevailed in “ask for agreement” and “express anger”; and mixed emotions were observed in “call for attention”, “press one’s thought into others” and “give responses”. These distributions were found to be closely related to the discourse functions of “darou.” The study identified two key functions of the expression: emotional intensification, which strengthens the dominant emotion in a conversation, and emotional mitigation, which weakens it. Depending on the recipient’s emotional transitions, “darou” can yield both positive and negative effects.

Furthermore, these effects are shown to vary based on three common factors: the presence or absence of sustained empathy, the involvement of the recipient’s interests, and the recipient’s degree of responsibility. Based on these findings, the study offers concrete suggestions for teaching “darou” in Japanese language education.