華語課室中由學生發起的提問序列研究

Abstract

在華語作為第二語言的課室會話中，由教師提問引導、學生回應、教師再提供評論反饋（Initiation-Response-Evaluation／Feedback）的序列是最為典型的互動結構之一。然而前人研究亦指出，在教師主導的序列之外，學生其實具有主動參與、發起提問的互動能力。從會話分析的角度觀之，學生的提問本身即展現了說話者對特定資訊的追求，而研究學生如何在課室中發起提問，亦能夠增進我們對課室中師生互動模式的瞭解。本研究以會話分析作為研究方法，觀察華語課室中由學生發起提問的行為，發現學生確實能發起不同的提問序列，並邀請教師參與回應、完成由自己發起的序列。 本研究根據Schegloff（2007），將學生發起的提問序列區分為嵌入原序列進行延伸（insert expansion）與向後進行延伸（post-expansion）兩大類。嵌入原序列進行延伸涵蓋了學生理解不順利而嘗試透過提問發起修補，以及在產出話輪時遭遇困難而發起關於特定讀音、詞彙、語法的提問；向後進行延伸則呈現出學生提問的多元性，學生發起提問不只是為了處理語法問題，更可以主動尋求正式的表達策略、臺灣的語言使用習慣和社會文化背景等等具體的知識。整體而言，相較於嵌入原序列的類型，向後進行延伸的提問更廣泛且豐富地反映了學生關注的各式知識內容。 誠然序列類型的差異與提問的內容有關，但是發起提問仍代表學生作為課室互動的主體，主動參與、發起提問以取得特定知識，促進自身的學習與理解。不同於由教師主導課室進程的模式，由學生發起的提問序列帶我們看到了學生的主體性與能動性。透過對華語課室語料的觀察、分析、統整與歸納，本研究亦希望為內容一致性不高的學生提問行為，指出一個理解的方向。

The teachers initiate, students response, and teachers feedback (Initiation-Response-Evaluation/Feedback) sequence is one of the most typical interactive structures in Chinese as a second language (CSL) classroom conversation. However, previous studies have pointed out that outside of the teacher-initiated sequence, students actually have the interactive ability to actively participate and initiate questions. From the perspective of conversation analysis, students' questioning itself demonstrates the speaker's pursuit of specific information, and the study of how students initiate questions in the classroom can also enhance our understanding of teacher-student interactions in the classroom. Using conversation analysis as a research method, this study observed students' questions in Chinese classrooms and found that students did initiate different question sequences, inviting teachers to participate in responding to and completing their own sequences. Based on Schegloff (2007), this study categorized student-initiated question sequences into insert expansion and post-expansion. Insertion expansion covers students' attempts to repair their comprehension by asking questions, as well as asking questions about specific pronunciation, vocabulary, and grammar, while post-expansion shows the diversified nature of students' questioning, in which students initiate questions not only to deal with grammatical problems, but also to actively search for specific knowledge of formal expression strategies, Taiwan's language practices, and the socio-cultural context. In general, compared with the embedding of the original question, the students' questions were more diverse. On the whole, the post-extended questions reflect a wider and richer range of knowledge that students are interested in. Unlike the teacher-led classroom, the student-initiated question sequence shows us the subjectivity and initiative of students. By observing, analyzing, standardizing, and summarizing the Chinese classroom corpus, this study also aims to point out a direction for understanding students' questioning behaviors