華語「所以」前置問句的認識狀態及對互動交際的影響與教學啟示

Epistemic Status and Interactional Function of Chinese Suoyi -Initiated Questions with Pedagogical Implications

本研究以口語對話語料為本，探討華語連詞「所以」與疑問詞問句結合的發話形式──「所以」前置問句，在真實語境中的使用情況及對互動交際的影響。前人文獻針對「所以」表結果的語義弱化後所浮現的言談標記功能做了諸多研究，然從互動交際角度分析「所以」前置問句在互動中所承載的交際行為則未展開深入探討。本研究以日常口語語料為依據，採用會話分析理論聚焦分析「所以」前置問句出現的語境、參與者相互的認識狀態及所完成的交際行為後發現，「所以」前置問句牽涉提問者對認識狀態的考量。「所以」標示受問者已知和具權威的立場，而問句標示提問者未知和非權威的立場，「所以」前置問句展現提問者認為受問者理應掌握討論事件的相關訊息，並期望其根據提問有所回應。此類問句的使用促使受問者做出回應，啟動參與者對事件的認識狀態進行協商調整，以消除彼此認識上的不平衡狀態，最終對事件達成一致性的理解或共識，進而推展互動交際的順利前進。因涉及提問者對受問者認識狀態的主觀判斷，「所以」前置問句還具有預示接續話語即將偏離當前對話主軸的特性。最後，本文根據研究結果針對現行華語教學提出相關教學啟示。

Based on spoken data, this study investigates the suoyi (‘so’)- initiated question—a speech form combining the conjunction suoyi with interrogative words—alongside its contextual usage and impact on conversational interactions. Previous research has primarily viewed suoyi as a discourse marker signaling outcomes following semantic reduction. However, there has been limited exploration of suoyi-initiated questions from a conversational interaction perspective. Drawing on Conversation Analysis Theory and utilizing everyday spoken language data, this study examines contextual environments, participants epistemic statuses, and their interactions. The findings reveal that suoyi-initiated questions reflect the questioner’s consideration of the respondent’s epistemic status. Suoyi indicates the respondent’s informed and authoritative stance, while the questions point to the questioners’uninformed and non-authoritative stances. Through suoyi-initiated questions, the questioners presume the respondents possess pertinent information about the discussed event and expect them to respond appropriately to the question. Such questioning prompts the respondents to engage and facilitates negotiation between the participants to adjust their epistemic statuses regarding the event. This process resolves epistemic imbalances, ultimately facilitating a consensus or understanding of the event, thus promotes smooth progress in conversational interactions. Furthermore, since suoyi-initiated questions involve subjective judgments of the respondent’s epistemic status, they also anticipate shifting the subsequent discourse away from the current focus. The study concludes by proposing pedagogical implications for Chinese language teaching practices based on these results.