華語愛類情感表達語用研究及教學建議──以LINE通訊軟體為例

Abstract

「情感表達」一直是人類交流過程中的重要行為之一，若溝通時無法正確接收對方所表達的情感，則可能導致溝通失敗（梁郁萍、劉宗為，2021）。情感分為許多種，其中的愛類情感在當代社會中扮演著重要角色，是人類維持健康關係中不可或缺的要素之一（梁郁萍、劉宗為，2021）。同時，隨著科技進步及社會型態的改變，當代社會使用即時通訊軟體做為溝通媒介的比例也逐年增加（黃音霓、陳星沐，2015）。本研究遂以即時通訊軟體LINE蒐集華語母語者表達愛類情感的訊息，並以問卷蒐集華語學習者的背景資料及語料，探討表達愛類類情感時所採用的語用策略。研究結果顯示，華語母語者所使用的語用策略多數與性別及心理距離有關，唯在感謝策略的數據上男女比例相同，顯示該策略的使用與性別無關。另一方面，使用各類語用策略表達愛類情感之頻率則同時與性別及心理距離有關。華語母語者所使用的語用策略可分為三大類，第一類為表達類言語行為，包括感謝策略、愛類動詞直接表達策略、圖示及標點符號表達策略及其他祝賀及期許策略；第二類為面子理論與禮貌原則實踐，使用的策略為改變稱呼語；第三類則是語碼轉換。而華語學習者同樣也會採用表達類言語行為，但並未出現改變稱呼語及語碼轉換的現象。本研究基於上述研究結果提出華語教學建議，設計出一份能在華語學習課堂中融入語用教學的華語教材。教材以實際語料文本依據，學生能藉由課堂討論瞭解華語母語者表達愛類情感時所使用的語用策略類型及使用時機，最後透過仿寫熟悉該語用策略的使用方式。本研究期許能透過教學培養學習者於現實情境中的語言表達能力，協助學習者在面對不同對象時能使用適當的語用策略與華語母語者進行交流。Effective interpersonal communication relies on accurately perceiving emotional expressions, as misunderstandings may arise when emotions are not correctly interpreted. Love, a crucial emotion in modern society, is integral to maintaining healthy relationships (Leung& Liu, 2021). Therefore, with the advancement of technology and changes in societal patterns, the use of instant messaging software as a medium of communication in contemporary society has been increasing year by year (Huang & Chen, 2015). Based on the prior research, the present study aims to investigate whether the pragmatic strategies used in expressing the emotion of love by different groups of participants may differ. Through questionnaires, we collected background information from native speakers of Mandarin Chinese and learners of Chinese as a second language, respectively. The linguistic data was collected through LINE, an instant messaging software.The research findings that the most of pragmatic strategies utilized by Chinese native speakers are associated with gender and psychological distance. However, no gender differences were observed in the data of thanking strategies. The frequencies of using pragmatic strategies and expressing love emotions correlate with both gender and psychological distance. The pragmatic strategies used by Chinese native speakers can be categorized into three types: (1) expressive speech acts, including using thanking strategies, using direct expressions of love verbs, resorting to pictorial messages and punctuation, and adopting other strategies of congratulating and wishing; (2) practicing of the theory of face and the principle of politeness, which involves the use of terms of endearment, instead of one’s real name; and the third type is code-switching. (3) though Chinese second learners also adopt expressive speech acts, they do not resort to using endearment and code-switching.Based on the aforementioned research findings, this study proposes recommended practices for teaching Chinese, as well as creating Chinese instructional materials that incorporate pragmatic instruction in the classroom. The materials are based on authentic linguistic texts, allowing students to learn the pragmatic concepts. Additionally, through classroom discussions, students can comprehend the types of pragmatic strategies used by native speakers of Mandarin Chinese when expressing affectionate emotions, while understanding their pragmalinguistic. Finally, students will practice emulating the usage of these pragmatic strategies. This research study aims to cultivate learners' interactional competence in real-life situations teaching. It seeks to assist learners in using appropriate pragmatic strategies when communicating with Chinese native speakers in various contexts.