以華語電視新聞為材料的語篇研究及聽力教學應用

A Discourse Study of Chinese Television News and Its Application to Listening Pedagogy

10.29748/TJCSL.201806_(16).0005

謝佳玲(Chia-Ling Hsieh)；吳欣儒(Xin-Ru Wu)

語篇組織 ； 語篇標記 ； 電視新聞 ； 聽力教學 ； 新聞華語 ； discourse organization ； discourse marker ； television news ； listening pedagogy ； Chinese-language news

臺灣華語教學研究

16期（2018 / 06 / 01）

91 - 124

繁體中文

本文分析臺灣電視新聞報導的語篇特徵，包括訊息功能的整體組織與局部標記，並運用這些語篇知識設計聽力教學的實作範例。結果顯示，從宏觀結構而言，電視新聞由四種訊息組成，開頭是主播導言，揭示新聞重點；後續是記者代言與受訪人士發言，兩者交錯出現，互相增補導言內容；最後是記者結語。從微觀結構而言，電視新聞標示三種語篇功能：架構功能勾勒訊息定位；銜接功能表現訊息聯繫；人際功能建立訊息、媒體及觀眾的互動。本文應用上述結果，從宏觀與微觀的角度歸納能培養語篇知識的教學內容，並提出華語作為二語或外語的聽力教學的練習範例，希望幫助學生熟悉新聞的語篇特徵，以提升對報導內容的理解能力。以上結果能呈現華語電視新聞的組成規律，並確立語篇研究在聽力教學領域的應用價值。

This study analyzes the discourse features of television news reports in Taiwan, including their organization and expression of information functions, and offers practical models for applying discourse-related knowledge to listening pedagogy. In terms of macro-structure, the results show four schematic units constituting the reports. First is the introduction, in which the news anchor discloses the main points of the report. This is followed by an interlay of accounts presented by the reporter and the interviewees, offering supporting details to the information presented in the introduction. Finally the news reports end with concluding remarks from the reporter. In terms of micro-structure, three categories of discourse function are identified within the reports, including frame markers to clarify positioning of information, transition markers to indicate links between information, and interpersonal markers to establish interaction among information, media, and the audience. This paper also incorporates aforementioned macro and micro-structure results into sample models for listening pedagogy, aimed at familiarizing students with discourse features associated with television news and ultimately fostering better comprehension of news content. The findings reveal the composition principles of Chinese-language television news, with empirical evidence for the value of discourse research on listening pedagogy.

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