中英TED演講互動模式分析與教學應用

Abstract

隨著TED演講在全球的廣泛流傳，其作為語言學習與教學資源的價值日益受到關注。過去研究多針對英文TED演講進行分析（Chang& Huang, 2015；林鶯，2020；任鑫，2019；彭敏，2015）。中文TED演講的研究數量與深度則相對有限。本研究分析中英文各10部TED演講，藉由宏觀的語步分析（Swales, 1990）與微觀的後設論述標記分析（Hyland, 2005），探討中英文TED演講在互動模式、語篇結構以及語言運用上的異同。 本研究找出並定義中英文 TED演講的11種語步與34種策略，其中9個為必要語步，建構演講結構原型。語篇組織方面，中文TED演講多於主體段一開始即 點出演講主題，隨後透過「切換論述角度」語步來闡述觀點。而英文TED演講則先以「建立情境」語步，使聽眾進入與講者共享的溝通框架後，再正式展開演講，反映出說服策略的不同。而在主體段的最後，中文TED演講偏向以「因果式歸納」，即先闡述原因再引出結果，論述邏輯清晰；英文TED演講傾向採用「平行式歸納」，透過多個例證重複強調主題，此種平行結構不僅有助於論點的強化，也能創造韻律感，使語言更具感染力。 互動標記方面，中文TED演講以「自稱標記」為主強調個人視角，顯示TED講者偏好透過第一人稱與聽眾建立情感連結並塑造專家形象（Scotto diCarlo, 2014）。英文TED演講則常使用「參與標記」，強調與聽眾互動。而在互動模式方面， 華語 TED演講為「發訊者焦點」，論述圍繞講者自身展開 ，其特色在於「以講者主觀視角出發」及「以個人為中心展開論述」，賦予演講強烈的個人色彩 ；英 語 TED演講為「收訊者焦點」， 強調「以聽眾接收角度出發」和「以聽眾為中心展開論述」，講者更關注聽眾的視角與需求，營造互動和對話的氛圍 。本研究建構中英TED演講之語步結構原型，對跨文化語篇教學與演講教學提供實證基礎與應用參考。最後將研究結果應用於華語教學，融入「探究式學習」與「概念為本的學習」以「逆向設計」的方式規劃課程。With the global popularity of TED Talks, their value as language learning and teaching resources has drawn increasing attention. While previous research has primarily focused on English TED Talks (Chang& Huang, 2015; Lin, 2020; Ren, 2019; Peng, 2015), studies on Chinese TED Talks remain relatively limited. This study analyzes ten Chinese and ten English TED Talks, adopting Swales (1990) move analysis and Hyland s (2005) metadiscourse framework to examine differences in interactive modes, discourse structures, and language use. The study identifies and defines 11 types of rhetorical moves and 34 rhetorical strategies commonly used in TED Talks, nine of which are core moves that form the prototypical structure of such talks. In terms of discourse organization, Chinese TED speakers often introduce the main theme at the beginning of the body section, then elaborate on their viewpoints through a “perspective-shifting” move. In contrast, English TED speakers tend to begin with a “contextualization” move to establish a shared communication frame with the audience before presenting their main arguments, reflecting different persuasive strategies.At the end of the body, Chinese TED Talks typically employ causal induction, in which the speaker first presents the cause and then draws a conclusion. This results in a logically coherent argumentative flow. English TED Talks, however, tend to adopt parallel induction, presenting multiple examples to reinforce the central message. This parallel structure not only strengthens the argument but also enhances rhythmicity, adding to the speech’s emotional appeal.Regarding interactional markers, Chinese TED talks predominantly use self-mentions markers, emphasizing personal perspectives. The frequent use of self-mentions in TED Talks suggests that speakers aim to establish emotional connections and present themselves as experts, echoing Scotto di Carlo s (2014) view of TED speakers expert roles. English TED Talks, on the other hand, favor engagement markers, emphasizing audience interaction.As for interactional modes, Chinese TED Talks demonstrate a “speaker-oriented focus”, with arguments often developed from the speaker s personal viewpoint and centered on their lived experiences. This creates a strong sense of individual presence. In contrast, English TED Talks show a “listener-oriented focus”, emphasizing audience needs and perspectives, and cultivating an atmosphere of interaction and dialogue.This study constructs prototypical move structures and identifies types of interactional modes in Chinese and English TED Talks, providing empirical foundations and practical references for cross-cultural discourse instruction and speech teaching. Finally, the study applies its findings to Chinese language instruction by incorporating inquiry-based and concept-based learning into curriculum design using a backward design framework.