人們在溝通時，常以為只要發音清楚、用詞、文法正確就可以表達清楚，溝通無礙，但事實上，日常生活中，簡單的一句話，真正傳遞的訊息卻可能與字面意義大不相同。語用學的範疇就是探討人與人溝通的過程，主要強調人類語言和社會、環境的關聯性，是以「人」為基礎的語言運用概念。透過研究人們如何透過言語互動，表達真正想要傳遞的訊息，理解雙言語間的真正涵義。
本課程主旨在於介紹當代重要的語用學理論，如「意含」、「預設」、「指示詞」、「言談行為」、「合作原則」等。這些理論在華語的運用及關聯性，並包含其所涉及之社會學及心裡學等部分，希望利用國際間通用的語用理論概念，重新思考並觀察日常生活華語的特色。希望能透過自我的再分析，促進思辨以及語文運用能力。同時也將透過理論與實際相結合，進一步運用於華語教學上，可協助學生正確判斷、學習言語互動中的意義及如何表達與詮釋。When people communicate, they often think that as long as the pronunciation is clear, the verbs and grammar are correct, they can express it clearly and communicate without any complexity. However, in fact, in daily life, a simple sentence may be very different from the literal meaning. . The scope of language learning is to explore the process of communication between people, mainly emphasize the correlation between human language and society and environment, and is a concept of language application based on "people". Through research on how people communicate through language interaction, express the messages they really want to transmit, and understand the true meaning of the two words.
The purpose of this course is to introduce important contemporary theories of language, such as "meaning", "preset", "indication", "talking behavior", "cooperation principle", etc. The use and correlation of these theories in Chinese include the social and in-study parts involved. They hope to use the common international verbal theory concepts to rethink and observe the characteristics of Chinese in daily life. I hope to promote thinking and language application through self-reanalysis. At the same time, it will also be further used in Chinese teaching through theoretical discussion and actuality, which can help students correctly judge, learn the meaning in language interaction and how to express and comment.
1. 李櫻(2012)，《語用研究與華語教學》，台北：正中書局。
2. 孫汝建(2014)，《現代漢語語用學》，上海：華中科技大學出版社。
3. 冉永平(2006)，《語用學：現象與分析》，北京：北京大學出版社。
1. Li Jun (2012), "Research on Language and Teaching in Chinese", Taipei: Zhengzhong Book Bureau.
2. Sun Rujian (2014), "Modern Chinese Language Usage", Shanghai: Huazhong University of Science and Technology Press.
3. Ran Yongping (2006), "Trade Learning: Diagrams and Analysis", Beijing: Beijing University Press.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 出席出席 Attend |
10 | |
| 課堂表現、分組報告課堂表現、分組報告 Class presentation, sub-group report |
25 | 課堂表現(討論參與度)10%、分組報告15% |
| 期中考期中考 Midterm exam |
25 |
