〈講述經驗〉教學綱要之建構的探討

A Study toward Constructing the Syllabus of Storytelling

本文以探討架構學習者講述經驗時所需教學綱要為目的，首先參考既有研究成果，彙整談話之構成要素；其後分析訪談11名母語話者之資料、並調查已出版之教材的實際狀況。依此分析，本文確認講述特定課題之經驗時，應具備以下之談話的要素語言與形式：1.時間及場所（～の時のことなんですけど）、2.狀況（で／～て、～んですね、～んです）、3.事情內容（～たら～んです）、4.結果（～んです）、5.評價（形容詞～です）、6.結束（～という話です）。同時，基於其為相互行為之講述，並確認其尚包含對聽話者之理解的考量（～ってわかりますか）、聽話者對資訊之確認（それで結局どうなったんですか）的要素。在上述基礎上，本文提議架構包含言語形式、談話要素、策略、社會語言學要素及達成課題之指標在內之教學綱要。為了提供給學習者更具體的教學綱要，擴大分析敘述場景之資料的範圍、並持續架構教學綱要之基礎研究為今後之課題。

This paper at tempts to identify the syllabus for the learners to tell the story about past experience. First, I review the element of discourse and language forms in storytelling through previous research, then examine these feature by analyzing 11 storytelling data of Japanese native-speakers. The analysis of 11 data reveals that the structure of storytelling consist of 6 elements: Setting (～の時のことなんですけど, Situation (で／～て, ～んですね, ～です), Narrative events (～たら～んです), Result (～んです), Evaluation(形容詞～です), and Ending Remarks (～という話です). Because storytelling activity is the interaction between a speaker and a listener, checking understanding of a listener (～ってわかりますか) and requesting further information (それで結局どうなったんですか) were also needed. After reference on a textbook written aimed for storytelling, I presented the syllabus of storytelling which include language forms, elements of discourse, strategy, sociolinguistic elements, and the indicators to evaluate language performance. In order to provide more specific expressions for the learners, further research of syllabus based on the data analysis is required in the future.