從修辭結構理論探討華語段落寫作之語篇連貫分析及寫作教學設計

An Analysis of Textual Coherence and Pedagogical Design for Chinese Paragraph Writing: A Rhetorical Structure Theory Approach

連貫的華語寫作能力不僅能豐富華語溝通的內涵、深化細緻其語言表達形式，更能幫助華語學習者擴大華語使用的場域，從日常溝通之口語進入正式場合的書面語，可見其重要性。探究華語學習者的語篇連貫性問題，除了顯性的銜接技巧問題外，更難掌握的往往在於寫作內容的架構與語意連結上。因此，本研究透過修辭結構理論（RST, Rhetorical Structure Theory），對華語寫作者的作文進行語篇結構分析，發現使語篇不連貫的問題可歸納為三種類型：詞彙選用失當、形式銜接使用失當，以及孤立的小句。此外，值得注意的是華語學習者作文RST的結構圖能與寫作構思時所繪製的心智圖互相對應。因此本文立基於修辭結構理論，建構完整的寫作教學框架，以心智圖作為教學輔助工具橋接修辭結構理論，成為教學鷹架，在計畫、轉譯與回顧的寫作歷程中，以不同方式介人教學環節進行引導，協助華語學習者在構思環節就啟動華語思考。在段落寫作與寫後修改的環節得以對照心智圖與作文，掌握作文整體與段落的篇章結構，避免出現孤立的段落或小句，更能透過檢視語句之間的RST關係，調整詞彙與銜接形式的選用，避免句意衝突，有效提升語篇連貫性。

This study investigates coherence issues in Chinese paragraph writing among learners of Chinese as a second language, highlighting challenges not only in surface cohesion but also in discourse-level organization. Adopting Rhetorical Structure Theory (RST) as an analytical framework, the study conducts discourse analysis of learner compositions and reveals that the rhetorical structures generated through RST closely correspond with learners’mind maps produced during the writing planning stage. The analysis identifies three major sources of incoherence: inappropriate lexical choices, misuse of cohesive devices, and isolated clauses that fail to integrate into the overall discourse structure. In response, the study proposes a pedagogical framework for Chinese writing instruction that integrates RST with mind mapping as an instructional scaffolding. This framework supports learners throughout the writing process—from planning, translating to reviewing. During the revision phase, learners are guided to compare their compositions with their mind maps and examine RST relations between clauses, allowing them to refine word choice and cohesion strategies. This integrated approach enhances textual coherence and helps learners avoid fragmented writing, ultimately leading to more effective and structured compositions.