華語辯論陳詞階段中的語步分析及教學建議──以網路節目「奇葩說」為例

Abstract

綜觀二語教學相關研究，辯論是常見的口語課堂活動，尤其可應用於中高級以及高級學習者的二語口語課堂中，以訓練學生成段表達能力。而華語辯論結構中又以陳詞階段的發言最具重要性，然而目前文獻仍未說明華語辯論者在陳詞階段普遍使用哪些語言形式建構內容，以及如何組織這些成分。因此本研究欲透過語步分析方法探究網路節目「奇葩說」中辯論者進行陳詞階段時訊息結構的組成與分布情形。具體方式為參照Biber et al.（2007）及Nwogu（1997）之語步分析指引，同時蒐集網路節目「奇葩說」中24則陳詞階段語料，探討陳詞階段內容之組成成分。研究結果顯示，陳詞階段涵蓋14種語步及37種策略。將陳詞階段分成緒論、申論一、申論二、申論三、結論等五個段落並觀察語步數量後，本研究發現作為開頭的緒論平均使用1至2個語步，而申論一、申論二、申論三的論述內容平均各使用5至6個語步，最後的結論則使用1至2個語步。此現象可以呼應賽場辯論的特性，即賽場辯論具時間限制，辯論者首要任務為發展申論主體段落內容，故辯論者在語步數量的配置上會精簡緒論段落之語步，避免過度鋪陳；在申論主體段落則會詳細說明論述內容，運用語步多於緒論及結論段落；在結論段落，辯論者欲聚焦整體發言重點，敘述傾向精簡有力，語步數量亦偏少。此外，為了給予學習者更明確的指引，本研究進一步分析語步及策略的必要性，分別列出各階段必選或可選的語步及策略項目，同時陳列出各項實現特定溝通目標之語步及其下屬策略的句構樣式，有助於學習者理解並加以應用。最後，本文將研究結果運用於華語辯論教學設計中，研擬活動設計及具體實例，以期充實華語辯論的內容。In general, debate is a common classroom activity in speaking lessons, especially for intermediate and advanced learners in order to develop students' segmental expression skills. However, it is still unclear from the constructure what rhetorical moves are commonly used by Chinese debaters to construct content and how they are organized in the construction stage of debates. Therefore, this study aims to investigate the composition and distribution of the debaters' message structures during the construction stage of the Internet program "U Can U Bibi" by means of rhetorical move analysis. Specifically, the study was based on Biber et al.s' (2007) and Nwogu's (1997) guideline of rhetorical move analysis, and this study collect 24 speech stages from the Internet program "U Can U Bibi" to examine the components of the content of the speech stages. The results of the study showed that the construction stage covered 14 steps and 37 strategies. After dividing the speech stage into five paragraphs, namely, Introduction, Body 1, Body 2, Body 3, and Conclusion, and observing the number of rhetorical moves, the study found that the Introduction paragraph, which is the beginning of the speech, used one to two rhetorical moves on average, while the paragraph of Body 1, Body 2, and Body 3 each used five to six rhetorical moves on average, and the Conclusion paragraph used one to two steps on average. This phenomenon prove the characteristics of debate contest, i.e., debate contests have time limit, and the debaters' primary goal is to develop the content of the main body of the argument, so the debaters will streamline the number of moves in the Introduction paragraph to avoid over-exposition; in the main body of the argument, they will explain the content of the argument in detail, and will use more moves than in the introduction and conclusion paragraphs; in the Conclusion paragraph, the debaters tended to focus on the overall speeches and tended to be more concise and forceful, with fewer utterances. In addition, in order to provide learners with clearer guidelines, this study analysed the necessity of moves and strategies, listed the necessary or optional language moves and strategies at each stage, and presented the sentence structures of the language moves and their subordinate strategies to achieve specific communication goals, which were helpful for learners' understanding and application.Lastly, this study applies the findings of the study to the design of teaching Chinese language debates, and examines the design of activities and specific examples to enrich the content of Chinese debates.