漢語「然後」和「所以」的語義、篇章分析與教學啟示

Abstract

本研究以Halliday的三大語言純理功能（metafunction）為分析架構，依照概念（ideational）、篇章（textual）、人際（interpersonal）三個方面探究「然後」和「所以」在篇章層面的語言現象，並將研究結果應用於華語為第二語言教學。文獻探討發現，「然後」和「所以」兩個連詞的核心語義皆有順承義，前者連結兩事件的先後，後者連結兩事件的因果，因高頻使用而都有語法化的表現。然而，兩詞語法化的過程跟篇章標記的具體呈現還有待探究。本研究從國教院語料庫（COCT）搜集「然後」、「所以」的口語及書面語料各300筆，共600筆進行分析。探討未語法化和已語法化的「然後」、「所以」之跨句比例大小及篇章功能的區別。結果發現，雖然兩者句內表現皆佔七成，但「所以」的跨句比例較「然後」高，顯示未語法化「所以」的篇章功能略強；已語法化「所以」作為篇章標記的跨句表現最為突出。本研究再探究兩者的語法化程度及篇章功能表現，發現「然後」的原語義弱化較為明顯，但語法化程度不高；「所以」語法化比例是「然後」的五倍，在口語語料中的語法化表現最活躍。然而，弱化的「然後」及「所以」不但保留部分語義也兼具篇章排序功能，我們定義為「準篇章標記」，「然後」弱化後，主要呈現心理或空間順序；「所以」的準篇章標記功能則呈現總結前文、提出新觀點和推論未來三種論證關係。完全語法化的「然後」及「所以」主要展現延續和轉移話題的篇章功能。最後，本研究將結論應用於華語教材的評析與教學策略，提出針對「然後」和「所以」的教學排序建議，以及從功能、結構、用法三個層面說明編寫「然後」及「所以」教學語法的具體方式。

This study adopts Halliday's three metafunctions as an analytical framework to explore the discourse phenomena of “ranhou” (then) and “suoyi” (therefore) and apply the findings to the teaching of Chinese as a second language.

The literature review shows that the core semantics of both connectors exhibit subsequent cohesion. The former connects two events in sequence, while the latter connects two events in causality. Due to high frequency use, both words undertake grammaticalization. However, the specific manifestations of their grammaticalization process and discourse marker need further exploration.This study collects 300 tokens of oral and written corpus of “ranhou” and “suoyi” respectively from the MOE Corpus of Taiwanese Mandarin (COCT), totaling tokens pieces for analysis. Firstly, it investigates the differences in inter-sentential ratio and extr-sentential (discourse) functions between ungrammaticalized and grammaticalized “ranhou” and “suoyi”. Although both connectors stay within the inter-sentential level for around 70% of the time, the inter-sentential ratio of “suoyi” is higherthan that of “ranhou”, revealing the slightly stronger discourse function of ungrammaticalized “suoyi”. The inter-sentential manifestation of grammaticalized “suoyi” as a discourse marker stands out the most.This study further explores the degrees of grammaticalization and the realizations of discourse functions of both connectors. It is found that the phenomenon of semantic bleaching of “ranhou” is noticeable, while the degree of grammaticalization is low. The degree of grammaticalization of “suoyi” is five times that of “ranhou”, and its grammaticalization in oral corpus is most dominant. This study defines the semantically reduced “ranhou” and “suoyi” that display discourse ordering functions as quasi-discourse markers: The semantically reduced “ranhou” mainly demonstrates the psychological or spatial sequence; the quasi-discourse marker functions of “suoyi” display three textual relations of summarizing, proposing new perspectives, and making inferences about the future. The fully grammaticalized “ranhou” and “suoyi”, on the other hand, chiefly exhibit the discourse functions of continuing or shifting topics.Lastly, this study applies the results of the finding to evaluate and provide suggestions on Chinese teaching materials and teaching strategies, proposing the teaching order of “ranhou” and “suoyi” as well as the specific methods to explain the pedagogical grammar of both connectors from the aspects of function, structure and usage.