臺日網路新聞語篇對比與華語教學啟示

A Comparative Study of Online News Discourse from Taiwan and Japan and its Implications for Chinese Language Teaching

本研究透過語步（move）理論與後設論述（metadiscourse）理論，對比臺灣與日本網路新聞在語篇結構及後設論述標記使用上的異同。研究結果顯示，中文與日文新聞1的語篇結構同中有異。相同處為，皆由語步與步驟兩個階層組成；階層一都包含「標題」、「導言」、「正文」三類語步，三者皆屬必要，組建新聞語篇的框架；階層二都包含五類步驟，其中，只有『事件情節』2為必要步驟，必定出現在各語步中。相異處為，中文新聞階層二的結構變異程度較高，較常合併報導其他事件，步驟的順序變化較多，也出現「標題」與「正文」內的步驟順序不一致的情況。在標記使用方面，中文與日文新聞使用交互式標記的比例都遠高於互動式標記，顯示新聞語篇注重敘事流暢性與客觀性，避免透露主觀態度的特徵。兩種語言都最常使用承轉標記與引證標記，反映新聞語篇重視語義連貫與邏輯清晰，經常引用外部資訊且必須標明資訊來源的原則。不過，中文新聞使用自稱標記的比例高於日文新聞、使用註解標記的比例低於日文新聞，突顯兩種語言特性的差異，在表達相同語意時使用相關詞語的頻率有別；中文新聞使用模糊標記的比例低於日文新聞，則透露文化特性的不同，相較中文新聞，日文新聞採取更為謹慎的報導立場。本研究的發現可應用於中文網路新聞語篇的閱讀教學，特別是針對日籍學習者的課程。教師可引導學習者掌握語篇的結構組成、特徵以及變化性，提升理解與分析中文網路新聞語篇的能力。同時，教師可介紹語篇中出現的標記類別與例詞，尤其是使用頻率高的承轉標記與引證標記，協助學習者熟悉中文網路新聞語篇中用來連貫敘事與引述外部資訊的功能性語言。

This study compares Taiwanese and Japanese online news discourse using the theoretical frameworks of move analysis and metadiscourse theory, focusing on both discourse structure and the use of metadiscourse markers. The results reveal that both Chinese and Japanese online news share a two-level discourse structure consisting of moves and steps. Both languages include three core moves—headline, lead-in, and main body—and five types of steps, with“Event Narration”being the only obligatory step. However, Chinese news exhibits greater structural variation at the step level, more frequently incorporating additional events, allowing more flexibility in step sequence, and occasionally showing inconsistencies between headline and body structure. In terms of metadiscourse marker usage, both Chinese and Japanese news articles rely much more on interactive markers than on interactional markers, reflecting the emphasis of news discourse on coherence and objectivity, and the tendency to avoid expressing subjective attitudes. The most frequently used markers in both languages are Transitions and Evidentials, underscoring the importance of semantic coherence, logical clarity, and the frequent citation of external sources with proper attribution. Notably, Chinese news articles employ self-mention markers more frequently, but code glosses less frequently than Japanese news, indicating language-specific tendencies in word choice when expressing similar meanings. Additionally, the lower frequency of hedges in Chinese news suggests cultural variation, as Japanese news tends to adopt a more cautious reporting stance. These findings have pedagogical implications for teaching the reading of Chinese online news discourse, particularly for Japanese learners. Instructors can help students grasp the structural composition, key features, and variability of Chinese news texts to enhance their comprehension and analytical skills. Instruction can also highlight common discourse markers—especially frequently used Transitions and Evidentials—to help learners become familiar with the functional language used to ensure coherence and cite external information.