華語與事實相反如果句的心理調節功能

The Psychological Regulation Function of Counterfactual Conditional (Ruguo) Sentences in Mandarin

本研究旨在探討華語與事實相反如果句的心理調節功能，嘗試透過分析自然語境的口語語料，來揭示說話者如何運用與事實相反思維調節自身情緒，以及如何在語境中產生和識別語用效果。研究發現，華語與事實相反如果句涉及上行、下行與平行三種不同的與事實相反思維模式。與事實相反下行思維能使說話者將話題聚焦在現實的條件情境，進而對現實產生更正面的評價，緩解負面情緒。與事實相反上行思維則引導說話者將聚焦在現實的結果情境，進而使人批評現實、宣洩不滿，並能產生「同仇敵愾」的效果。與事實相反平行思維則能讓話題凸顯可能世界的結果情境，將有助於緩和情緒、增進相互理解的效果。此外，本研究亦探討了說話者在建構與事實相反言語行為如果句時，常會加入「其他認知」，一方面使得聽話者需更深入地理解其「言外之意」，進而達到間接溝通的目的。另一方面能讓說話者藉此營造幽默、委婉責備和反諷等語用效果。最後本研究亦為華語文教學提供了啟示，例如如何培養學生的語意理解、情感體察能力，以及提升文化敏感度和高級階段的語言表達能力等，期望能為人類的心理活動和語用效果間的互動關係提供更深入的解釋與建議。

This study aims to explore the psychological regulatory functions of counterfactual ruguo (‘if’) clauses in Mandarin Chinese. By analyzing naturally occurring spoken data within real-life contexts, the research seeks to uncover how speakers employ counterfactual thinking to regulate their emotions and how pragmatic effects are produced and interpreted in discourse. The findings show that Mandarin counterfactual ruguo-clauses involve three distinct modes of counterfactual thinking: upward, downward, and parallel. Downward counterfactual thinking allows speakers to focus on the actual conditional situation, leading to a more positive evaluation of reality and helping to alleviate negative emotions. In contrast, upward counterfactual thinking shifts attention to the real-world outcome, prompting criticism of reality, emotional venting, and generating a sense of collective discontent. Parallel counterfactual thinking highlights possible outcomes in alternate worlds, which can help soothe emotions and enhance mutual understanding. Furthermore, the study examines how speakers often incorporate ''additional cognitive content'' when constructing counterfactual ruguo-clauses. On the one hand, this encourages listeners to engage in deeper interpretation to grasp the implied meaning, thus achieving indirect communication. On the other hand, it enables speakers to create specific pragmatic effects such as humor, tactful criticism, and irony. Finally, the study offers pedagogical insights for teaching Chinese as a second language—such as fostering learners’semantic comprehension, emotional awareness, cultural sensitivity, and advanced language expression skills. It is hoped that this research contributes to a deeper understanding of the interaction between human psychological processes and pragmatic effects in communication.