The use of utterance-final particles in Mandarin teaching
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曾金金
曾金金 : 博士(美國夏威夷大學), 台灣師範大學華語文教學系教授, 研究興趣主要為華語作為第二語言之教學研究, 主要論著有《華語語音資料庫及數位學習應用》、《商務華語教師在線培訓》等。Tseng, Chin-Chin is a professor at the Department of Chinese as a Second Language, National Taiwan Normal University. She received her Ph. D. from University of Hawaii at Manoa. Her major research interest is Teaching Chinese as a second language. Her main publications areE-learning Application with Standard Chinese Pronunciation and Second Language Learner Corpus and Business Chinese Teacher Online Training.
and
丁多永
丁多永 : 博士研究生, 台灣師範大學華語文教學系, 研究興趣主要為華語作為第二語言/繼承語習得研究。Jeong, Dayoung is a PhD student at the Department of Chinese as a Second Language, National Taiwan Normal University. Her major research interest is Chinese second and heritage language acquisition.
提要
本文旨在探討在線上互動中實習教師與學生句末語氣詞使用情形。結果顯示,教師句末語氣詞的使用比例為37%,明顯高於學生的15%。教師使用頻率最高的為「嗎」, 佔教師出現語氣詞總數的58%, 學生使用頻率最高的為「嗎」、「啊」,各佔學生出現語氣詞總數的36%。本文亦對兩岸教師、母語為華語與非華語之教師以及家中使用與不使用華語之學生的句末語氣詞使用頻率差異進行了比較。最後, 輔以說話者的身分類別進行綜合比較, 發現教師身分對華語母語教師的語氣詞使用類型及頻率皆有影響。本文分析真實教學互動情境中出現的語氣詞研究結果, 不僅能為現有兩岸句末語氣詞研究的語料佐證, 亦能實際應用於華語教學。
Abstract
The purpose of this study is to explore the use of Mandarin utterance-final particles in online teacher-student interactions. The interactions were carried out by 15 preservice teachers who were graduate students at the Department of Chinese as a Second Language and 6 learners of Chinese as a second language in Singapore.
After four online-interaction sessions (24 classes in total), we tagged utterance-final particles in the sentences of the corpus produced from conversation between the teachers and students. The results show that utterance-final particles spoken by students are Ma (嗎) > A (啊) > O (喔) > Ba (吧) > Ye (耶) > Ne (呢) = La(啦) > Wa(哇), in the order of decreasing frequency. Yo (唷) or Ma (嘛) did not appear in the students’ speech. The utterance-final particles were used in 15% of the total number of turns by the students, and their most frequently used particles were Ma (嗎) and A (啊), each accounted for 36% of their total number of utterance-final particles.
Utterance-final particles produced by the preservice teachers are Ma (嗎) > Ne (呢) >A (啊) > O (喔) > Ba (吧) > Ye (耶) > Ma (嘛) > Luo (囉) > La(啦) = Wa(哇) > Yo (唷), in the order of decreasing frequency. The utterance-final particles were used in 37% of the total number of turns by the preservice teachers, and their most frequently used utterance-final particle was Ma (嗎), which accounted for 58% of their total number of utterance-final particles.
This study also looked into the factors that may influence the use of utterance-final particles, such as regional Mandarin variations (Taiwan vs. Mainland China), preservice teachers’ primary language (Mandarin or other languages), where the second language learners are originally from, and whether Chinese heritage students speak Mandarin at home. The rate using utterance-final particles of Taiwanese teachers was 8% higher than that of Mainland Chinese teachers, and this result agrees with our general impression on utterance-final particles occur more frequent in Taiwanese Mandarin. The heritage students who speak Mandarin at home used utterance-final particles 2% more than those who do not. The teachers whose primary language is Mandarin used 11% more of the utterance-final particles than those who speak other languages. In addition, the rate using utterance-final particles of Taiwanese teachers was 8% higher than that of Mainland Chinese teachers, and this result agrees with our general impression on utterance-final particles occur more frequent in Taiwanese Mandarin.
In this study, we realized that various factors may affect the frequency of using specific utterance-final particle, such as the power and solidarity between the speaker and the hearer, such as teacher to student. Additionally, our result shows that language background also plays a role in how a speaker uses utterance-final particles. In our future research, we will further analyze the factors that determine the frequency of Mandarin utterance-final particles.
About the authors
曾金金: 博士(美國夏威夷大學), 台灣師範大學華語文教學系教授, 研究興趣主要為華語作為第二語言之教學研究, 主要論著有《華語語音資料庫及數位學習應用》、《商務華語教師在線培訓》等。
Tseng, Chin-Chin is a professor at the Department of Chinese as a Second Language, National Taiwan Normal University. She received her Ph. D. from University of Hawaii at Manoa. Her major research interest is Teaching Chinese as a second language. Her main publications are E-learning Application with Standard Chinese Pronunciation and Second Language Learner Corpus and Business Chinese Teacher Online Training.
丁多永: 博士研究生, 台灣師範大學華語文教學系, 研究興趣主要為華語作為第二語言/繼承語習得研究。
Jeong, Dayoung is a PhD student at the Department of Chinese as a Second Language, National Taiwan Normal University. Her major research interest is Chinese second and heritage language acquisition.
致謝
本研究感謝科技部專題研究計畫補助, 計畫名稱: 【以線上實習教師及商務華文學生互動影音資料庫為本之語對分析與溝通障礙研究】, 計畫編號: MOST 106-2410-H-003-054, 執行機構: 台灣師範大學[華語文教學系] , 計畫主持人: 曾金金教授。
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Articles in the same Issue
- Frontmatter
- Papers in English
- L2 acquisition of the bei passive in Mandarin Chinese: A constructionist approach
- Learning opportunities in peer-peer interaction: A case study of two L2 Mandarin Chinese learners
- Crosslinguistic influence in development of reference realization: A comparison of foreign language learners and heritage language learners
- Papers in Chinese
- The use of utterance-final particles in Mandarin teaching
- Text complexity and reading comprehension of Japanese CSL learners
- Contrastive linguistic approaches as a key to dilute the stereotype of Chinese as a superhard language
Articles in the same Issue
- Frontmatter
- Papers in English
- L2 acquisition of the bei passive in Mandarin Chinese: A constructionist approach
- Learning opportunities in peer-peer interaction: A case study of two L2 Mandarin Chinese learners
- Crosslinguistic influence in development of reference realization: A comparison of foreign language learners and heritage language learners
- Papers in Chinese
- The use of utterance-final particles in Mandarin teaching
- Text complexity and reading comprehension of Japanese CSL learners
- Contrastive linguistic approaches as a key to dilute the stereotype of Chinese as a superhard language
