華語輔導中輔導老師自我修補的序列研究

Abstract

本研究選擇以會話分析為方法論，並以輔導課程語料為研究對象，分析六對輔導老師以及學習者之間的互動。此研究目標以輔導老師的自我修補為研究標的，分析當輔導老師發現與學習者之間產生認知差異時，輔導老師如何透過自我修補完成互動。 本研究發現自我發起自我修補最常出現的功能為輔導老師換句話說以及輔導老師增加資訊。輔導老師換句話說的表現形式主要為以相近的表達換句話說、以英文替換；輔導老師增加資訊的表現形式為以「還是」跟「或是」作為放寬指涉範圍的語料標記。輔導老師自我發起自我修補出現在同一個話輪，主要有澄清可能會讓學習者困惑的地方，確保學習者理解提問的功能。除此以外，也可以出現在不同話輪。不同話輪的自我發起自我修補有尋求回應的功能，輔導老師會因為學習者的沉默推斷他用沉默來表示不同意，進而以自己認為學習者同意的立場來自我修補，以此來追求回應。 從學習者發起修補來看，學習者若是以開放式發起修補的話，輔導老師多以重述句子來應對。若是學習者以重複問題源來發起修補的話，多用於請求輔導老師解釋詞彙，輔導老師則是會與自我發起自我修補（SISR）相同會以替代的自我修補機制來解釋詞彙。與SISR不一樣的是，他人發起自我修補（OISR）的語料中有出現以簡化為自我修補機制的例子。針對認知疑惑發起修補的語料中，輔導老師會選擇根據學習者修補發起的內容以具體化提問指涉對象進行修補。 從輔導老師提問可以看出，輔導老師多會透過詢問學習者的生活經驗、感受、觀點來操練語法以及詞彙，給予學習者用語法以及詞彙表達個人想法的空間，這也給予了學習者更多發起修補的機會。而學習者自我發起修補的時候，也是透過修補發起想要整理自己對語言知識的理解，試圖佔據與輔導老師對話的主動性。而若是學習者對提問產生認知上的疑惑時，輔導老師多會選擇配合學習者的認知進行退讓。

This study employs conversation analysis to explore interactions in tutoring sessions, focusing on how tutors use self-repair mechanisms to address interaction difficulties with learners. The research analyzes data from six pairs of tutors and learners. The findings show that tutors primarily use self-initiated self-repair for paraphrasing by the tutor and providing additional information. The paraphrasing by the tutor mainly manifests as rephrasing with similar expressions and substituting with English. The tutor’s provision of additional information is typically marked by the use of 還是" (háishì) or "或是" (huòshì). Tutors self-repair within the same turn to clarify confusion and ensure learners understand. Across different turns, tutors self-repair to pursue responses, inferring disagreement from silence and adjusting their position to elicit a response. Regarding learner-initiated repair, when learners initiate repair with open-class repair, tutors often respond by restating the sentence. If learners repeat the trouble sources, usually to ask for vocabulary explanation, tutors often use replacing as a self-repair mechanism, similar to self-initiated self-repair (SISR). Unlike SISR, other-initiated self-repair (OISR) includes examples where simplification is used. In the data where repair is initiated due to cognitive confusion, tutors choose to repair by specifying the referential targets based on the content initiated by the learners. From the tutors' questions, it is evident that they use learners' life experiences, feelings, and perspectives to practice grammar and vocabulary. This method gives learners the opportunity to express their thoughts and more chances to initiate self-repair. When learners initiate self-repair, they organize their language understanding and attempt to take an active role in the conversation. If learners are confused by the questions, tutors often adjust to match the learners' understanding.