華語說服支持之中介語語用分析
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Date
2011-03-12
Authors
謝佳玲
李家豪
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Abstract
語言不僅能用於傳訊述事，亦可表明立場且影響他人，此類說服行為的文獻相當豐富，但缺乏中介語的分析，因此本研究探討華語母語者與學習者的說服支持策略，並提出教學建議。根據語篇補全測試結果，說服的主體行為為主張，用以表態支持，直接指示；支援行為為論據，透過陳述優點、點明獲利、分享心得、引述經驗、說明優劣、舉例反證、激發省思、捍衛論點等策略佐證主張，是決定說服強弱的關鍵。高級華語學習者雖能運用各類策略，但傾向使用功能相近的基礎詞彙或句式。結論顯示語言形式為語用習得之主要難點，跨文化溝通須避免母語遷移的直譯語型，以適切體現說服論調。
Language conveys information and stance and has power to influence others. Such act of persuasion has received considerable scholarly attention. However, its interlanguage remains unstudied. This paper thus inspects Chinese native speakers’ and language learners’ strategies of supportive persuasion and concludes with pedagogical implications. Results of discourse completion tasks show that the head act of persuasion is statement, functioning to express straightforward support and directive. The subsidiary act is argumentation, presenting proofs that control the strength of persuasion, such as advantages, benefits, impressions, experiences, examples, etc. Despite their mastery of various strategies, advanced Chinese learners tend to use basic vocabulary and construction that carry similar functions. In conclusion, linguistic forms pose a major difficulty in pragmatic acquisition. Intercultural communication requires elimination of word-by-word translation due to first language interference, so that persuasion can be made more appropriate and effective in a Chinese way.
Language conveys information and stance and has power to influence others. Such act of persuasion has received considerable scholarly attention. However, its interlanguage remains unstudied. This paper thus inspects Chinese native speakers’ and language learners’ strategies of supportive persuasion and concludes with pedagogical implications. Results of discourse completion tasks show that the head act of persuasion is statement, functioning to express straightforward support and directive. The subsidiary act is argumentation, presenting proofs that control the strength of persuasion, such as advantages, benefits, impressions, experiences, examples, etc. Despite their mastery of various strategies, advanced Chinese learners tend to use basic vocabulary and construction that carry similar functions. In conclusion, linguistic forms pose a major difficulty in pragmatic acquisition. Intercultural communication requires elimination of word-by-word translation due to first language interference, so that persuasion can be made more appropriate and effective in a Chinese way.