日籍華語學習者回應詞的使用與互動功能────以小型日常會話語料庫為例

Abstract

自70年代起，以真實口語語料作為分析材料的會話分析（Conversational Analysis，簡稱CA）逐漸興起，近30年來，隨著回應詞（reactive token）的會話分析研究日趨蓬勃，針對第二語言學習者在回應詞方面的實際運用情形，也漸漸得到研究者的重視。大部分的先行研究側重於英語學習者在英語口語會話中使用回應詞的真實情況。然而，從CA的研究觀點來看，日語為母語的華語學習者在二語環境中使用回應詞的實際情況尚未有豐富的研究探討。為對此有深入的瞭解，本研究著重於透過會話分析，探究日語為母語的華語學習者在華語互動對話中，將回應詞作為互動資源的真實運用情況。 經過真實語料的統計分析，主要得到以下三個結論。第一，我們觀察到日籍華語使用者在華語互動對話中，會有借用日語回應詞作為互動資源的現象，故是同時使用華語與日語回應詞。第二，發現了日籍華語使用者在二語環境中回應詞的使用頻率明顯比華語為母語的華語使用者高出許多，進一步發現了「un」、「aa」、「hee」、「對」、「對對對」、「真的」高頻率出現於日籍華語使用者的華語口語會話中。此外，針對日籍華語使用者作為互動資源所使用回應詞的互動功能，分析結果顯示，日語應答詞「un」屬於延續標記，表示聆聽、繼續、鼓勵的態度；日語應答詞「aa」屬於狀態變化標記，表示理解的態度，出現於解答問題序列中；日語應答詞「hee」屬於承接標記、可表示告知結束的態度，出現於話題達到結尾後；「對」屬於同意的標記，用於達成共識，為接收者表態支持說話者所說的內容；「對對對」加強互動參與程度，表示「從屬」的社會含義；「真的」屬於評估標記，表示驚訝之情，也是為請求再次確認與說明，顯示接收者與說話者的陳述產生認知上的分歧。第三，發現日籍華語使用者為彌補華語不存在的回應詞類型與語用，會將日語應答詞當作自己的互動資源，借用到華語會話中。 本研究希望透過分析觀察二語學習者在二語環境中所運用的回應詞，掌握二語學習者所利用的互動資源及其互動功能。期許未來研究能貢獻更多相關研究，發展出以第二語言學習者為中的會話分析（CA-for-SLA）的研究領域，對於二語學習者的互動資源有更透徹的瞭解。

Starting from the 1970s, Conversational Analysis (CA), in which real spoken corpus is used as the analyzing material, has gradually emerged, and in the last 30 years, as the research on conversational analysis of response tokens has become more prosperous, the research on the use of response tokens in the context of second language learners has also gained more and more attention from researchers. Most of the prior research focuses on the actual situation of English learners' use of response tokens in spoken English conversations. However, from the perspective of CA research, the actual use of response tokens by Japanese native Chinese learners in a second language environment has not been richly investigated. In order to gain an in-depth understanding of this issue, this study focuses on exploring the real-life use of response tokens as an interactive resource for Japanese-speaking Chinese learners in interactive conversations in Chinese through conversation analysis. After the statistical analysis of the real corpus, the following three conclusions were obtained. Firstly, we observed that Japanese Chinese speakers have borrowed Japanese response tokens as interactive resources in Chinese interactive conversation, so they use both Chinese and Japanese response tokens. Secondly, it was found that Japanese-Chinese learners' frequency of using response tokens in the second language environment was significantly higher than that of native Chinese speakers, and it was further found that “un,” “aa,” “hee,” “dui” “duiduidui” and “zhen de” were found in Japanese-Chinese learners' conversations with a high frequency. In addition, focusing on the interactive functions of the response tokens used by Japanese-Chinese learners as interactive resources, the analysis results showed that the Japanese response tokens “un” belongs to the mark of continuer, which indicates the attitude of listening, continuing, and encouraging; “aa” belongs to the mark of state change, which indicates the attitude of understanding, and occurs when answering a question; “hee” belongs to the mark of acknowledge, which indicates the attitude of closing a topic, and occurs when the topic reaches the end of the conversation；Chinese response token “right” is a marker of agreement, which is used to reach a consensus, and is a mean for the recipients to express support for what the speaker has said; “dui dui dui” emphasize the degree of interactive participation, and indicates the social meaning of “subordination”; “zhen de” is a marker of assessment, which expresses a sense of surprise, and also serves as a way to ask for reconfirmation and clarification, indicating that the recipients is cognitively different from speakers. This study aims to investigate the interactive resources utilized by second language learners and their interactive functions by analyzing and observing the response tokens used by second language learners in a second language environment. It is hoped that future studies will contribute more relevant research to the field of CA-for-SLA (Conversation Analysis for Second Language Acquisition) and provide more further findings of the interactive resources of second language learners. Keywords：reactive token, interactional resources, interactional functions, Conversation Analysis, second language learner