以華語為第二語言輔導活動中第三位置重複行為

Abstract

本研究採用會話分析（Conversation Analysis, CA）為研究方法，探討以華語為第二語言輔導中，輔導老師和學生在I-R-F序列的第三位置中所展現的「重複他人（Other-repetition）」行為。利用「華語口語互動微型語料庫」中的華語輔導錄影作為語料，共篩選出 120 個目標序列進行微觀分析，其中包含輔導老師啟動序列 97 筆，以及學生啟動序列 23 筆。分析結果顯示，在輔導老師啟動的序列中，老師分別運用「完全重複」、「部分重複」與「修正重複」三種結構來達成特定的教學目的，包含進行生詞教學的詞彙接力、確認並接受學生回答並提供其他說法、精準擷取回答中的核心訊息，以及透過調整詞彙難度或是示範完整的句子結構給學生。而在學生啟動的序列中，學生也會利用不同的結構來達到學習目的，學生的第三位置重複通常與詞彙詢問有關，學生利用完全重複展現對導師語音糾正的訊息接收，或在主動進行詞彙與概念詢問時，精準縮小並鎖定有疑問的地方，還有利用部分重複作為他人啟動的修補。此外，本研究進一步討論了第三位置與第四位置的合作，老師在第三位置的重複常轉化為公共互動資源，促使學生在第四位置主動延伸序列。同時，以華語為第二語言的輔導互動具有「教學面向」與「人際面向」並存的雙重特色。本研究填補了華語二語教學領域在第三位置重複行為研究上的不足，呈現了華語輔導中獨有的互動性與學習者主動性。

This study adopts Conversation Analysis as its methodology to investigate the behavior of “other-repetition” exhibited by both tutors and tutees in the third position of the I-R-F sequence within the context of Chinese as a Second Language (CSL) tutoring. Utilizing video recordings of Chinese tutoring sessions from the “Mini-corpus of Spoken Mandarin Interaction” as research materials, a total of 120 target sequences were selected for micro-analysis, which includes 97 tutor-initiated sequences and 23 tutee-initiated sequences. The analysis reveals that in tutor-initiated sequences, tutors employ three distinct structures, full repetition, partial repetition, and modified repetition, to achieve specific pedagogical purposes. These purposes include conducting a vocabulary relay for vocabulary instruction, displaying acceptance of the tutee’s response while providing alternative expressions, precisely singling out the core element of the answer, and adjusting vocabulary difficulty or demonstrating full sentence structures for the student. On the other hand, in tutee-initiated sequences, the tutee also use different structures to achieve learning, and the tutee’s third-position repetition is typically associated with vocabulary inquiries. Tutees utilize full repetition to display the receipt of the tutor’s pronunciation assistance, precisely narrow down and focus on their source of confusion during active vocabulary and conceptual inquiries, and employ partial repetition as an other-initiated repair strategy. Furthermore, this study discusses the collaboration between the third and fourth positions, showing that the tutor’s repetition in the third position is frequently transformed into public interactional resources, prompting the tutee to voluntarily expand the sequence in the fourth position. At the same time, CSL tutoring interactions manifest a bi-layered feature where the pedagogical dimension and the interpersonal dimension co-exist. This study fills the gap in the field of CSL instruction regarding the research on third-position repetition behavior, illustrating the unique interactional flexibility and learner initiatives found within CSL tutoring sessions.