網路批評言語行為探究與教學啟示──以南部某國立大學之Dcard校版為例

A Study on the Speech Act of Criticism and its Pedagogical Implications: A Case Study of the Dcard Campus Board at a National University in Southern Taiwan

批評為人際溝通中常見的言語行為，在使用上受到多種因素的影響，有其複雜性。過去已有學者探討網路情境下的華語批評言語行為，但針對臺灣年輕族群常用之社群媒體的批評語用策略與語言特徵之系統性研究仍屬匱乏。有鑑於此，本研究以南部某國立大學之Dcard校版為例，探討該校版上之批評言語行為策略、句式和詞彙特徵，並為華語教師提供教學啟示。本研究分析2015年4月至2024年6月共455筆的批評語料，並採用Blum-Kulka，House，and Kasper（1989）之理論框架進行分析。研究結果顯示，批評策略以負面評價、反問、譴責、詢問、敘述、理由、轉折和引用較常被使用。在常見的句式和詞彙上，則以陳述句、疑問句、強調副詞、否定詞、人稱代詞和語氣詞為多。此外，批評者會交叉使用多種批評策略，且為了能吸引更多的支持與認同，也常運用使批評內容更具說服力的輔助行為。本研究也發現，受到言論自由環境、Dcard平臺匿名性、使用族群等因素影響，南部某國立大學之Dcard校版上的批評者更傾向於採取較為直白不委婉的批評表達，而該校版上的批評表達風格也出現了口語化特徵。在華語教學應用方面，本研究根據研究結果提出供華語教師參考的教學啟示，希冀幫助教師引導學習者理解華語批評之表達方式，並提升語用能力。

Criticism is a common speech act in interpersonal communication and is influenced by various factors, making it inherently complex. Although previous studies have examined Chinese criticism strategies, systematic research focusing on the pragmatic strategies and linguistic features of criticism on social media used by young people in Taiwan remains limited. In view of this, this study investigates critical strategies, syntactic patterns, and lexical choices on the Dcard campus board of a national university in southern Taiwan, with the aim of providing pedagogical implications for Chinese language teachers. A total of 455 posts were analyzed from April 2015 to June 2024. The analysis is based on the pragmatic strategy framework of Blum-Kulka, House, and Kasper (1989). The results show that the most frequently employed criticism strategies include negative evaluation, rhetorical question, condemnation, inquiry, narration, giving reason, concession, and quotation. Commonly used sentence patterns and lexical choices include declarative sentences, interrogative sentences, emphatic adverbs, negations, personal pronouns, and modal particles. In many cases, criticism is expressed through a combination of multiple strategies. Moreover, to attract greater support and agreement, users often apply supportive move strategies that enhance the persuasiveness of their criticism. This study also finds that criticism on the Dcard campus board of a national university in southern Taiwan tends to be more direct and less mitigated due to the factors such as the environment of free speech, the anonymity of the Dcard platform, and the features of its users. In addition, critical expressions on the platform show characteristics of spoken language. Based on these findings, this study proposes several pedagogical implications for Chinese teachers. It is hoped that these insights will assist teachers in guiding learners to better understand and utilize criticism strategies, thereby enhancing their overall pragmatic competence in Chinese.