趙順文臺灣大學:日本語文學研究所陳意平Chen, Yi-PingYi-PingChen2010-05-042018-05-292010-05-042018-05-292008U0001-2801200815533600http://ntur.lib.ntu.edu.tw//handle/246246/178758目前有關初級日語教科書分析，大多是以語彙、句型、會話場面為主，欠缺以閱讀文及會話文為研究對象，探討其語篇結構之研究。為探討教科書中所編寫的閱讀文與會話文的語篇結構，以及各個語篇是否具備連貫性(coherence，指語篇中的成分在意義上的關聯)，本論文以『学ぼう!日本語初級I』為範本，從以下四個觀點來分析此教科書中的47篇語篇： 1.達成語篇連貫的手段―銜接(cohesion)2.句子與句子之間存在的句際關係(intersentential relationship)3.會話中，發話者與受話者所發出的兩個相關話段所構成的言語功能(speech function)4.從「開始部分」「展開部分」「結束部分」三個部分來看各個語篇的話題展開情形。 分析結果得知，此教科書中的銜接手段以主語或補語等的「省略」，以及相同語句的「反覆」為最多。然而，也有因不自然的省略手法，或因缺少連接詞、與前文相關語句的使用，毗鄰應對(adjacency pairs)對答上的不對應而造成語篇不連貫的情形。此外，在話題展開方面，閱讀文各篇都以「作為開場白的開始部分，進而進入主要部分的敘述，最後進入結束話題的部分」的方式編寫，然而會話文卻有一半左右在編寫上無法兼顧到這三個部分。 連貫上有問題的語篇對學習者而言，在閱讀上會造成障礙。而話題展開上欠缺「開始部分」「展開部分」「結束部分」的會話文是極為不自然的會話內容。若能就這些問題進行修正與改善，相信學習者更能理解、把握教科書中這些閱讀文與會話文所要表達的意思內容，並且也能透過學習教科書中編寫的會話，習得如同實際會話一般的會話能力。So far based on the analysis of the basic Japanese textbooks, vocabulary, sentence patterns, and situational conversations have been mostly regarded as major issues, but these textbooks lack readings, dialogues for the study, and exploration of structure of the texts. To explore the structure of reading and dialogues in the Japanese textbooks and to know if the texts are all qualified with coherence, this thesis takes the textbook “ Manabou Nihongo Vol. 1 ” as a model and analyses the 47 texts in the textbook from four aspects: 1.cohesion 2.inter-sentential relationship 3.speech functions 4.the development of the topic, including the “part of beginning ”, “the main part” and “part of Ending” .he results show that this textbook uses cohesive means the most, such as the “ellipsis” of the subject or the complement, and the “repetition” of the same phrase. However, unnatural abridge skills, missing conjunctions and related phrases helping link paragraphs together, and non-corresponsive dialogue of adjacency pairs make the texts not fluent. In addition, in terms of development of topic in reading, the reading articles always start from “the part of beginning”, then enter “the main part of the article”, and eventually proceed the final part of the topic while half of the dialogues take no consideration about the three parts.or learners the texts with cohesive problems would be an obstacle in reading. Furthermore, conversations lacking the absence of beginning, the main part, and ending are unnatural. If problems mentioned above would be revised and improved, I believe that learners can better understand and grasp what these readings and dialogues express in the textbooks and can also acquire the general conversation ability via the conversations in the textbook.背景：此次實驗設計主要在比較術前給予dextran 40與lactated Ringer's solution ,對於爲剖腹産而接受脊髓麻醉之病人，麻醉後發生低血壓之機率。方 法：六十位美國麻醉醫學會體位評等第一級預備剖腹生産的病人，以隨機的方 式分成兩組，一組於脊髓麻醉前給予500毫昇dextran40，另一組剛給予1,000毫昇 lactated Ringer's solution。以雙盲的方式進行研究。結果：脊髓麻醉後，病人發 生低血壓之機率，於lactated Ringer's sulution組爲53.3%，於dexrtan組........................................................151 K36................................................................................................................151 K37................................................................................................................151 K38................................................................................................................152 K39................................................................................................................152 K40................................................................................................................152 K41................................................................................................................153 Y42................................................................................................................154 K43................................................................................................................154 Y44................................................................................................................155 K45................................................................................................................156 K46................................................................................................................157 Y47................................................................................................................158目次2.2.1　全体構成や語彙・文型など二つ以上の多項目から科書を分析した研究…………………………………………………….92.2.2　語彙や文型を中心とした研究…………………..…………….…………..142.2.3　教科書の編纂・作成に関する研究……..…………………….…………..162.2.4　会話分析を中心とした研究…..………………………………….………..183.2.2　内田(1999)テクスト要素間の意味関係..……………………….………..333.2.3　市川(1978)の「文の連接関係」………………….................………………343.2.5-1　永野(1986a)と内田(1999)と市川(1978)と趙(2004)の文の連接関係」の対照表......................................................................373.2.5-2　「文の連接関係」の9類型……………………………………………….383. 3.1-1　四つの発話機能……….………………………………………………...413. 3.1-2　発話機能と応答………………………………….……………………...414. 1. 1　『学ぼう!にほんご　初級1』のコースデザイン……………………….504. 1. 2　『学ぼう!にほんご　初級1』から選定したテクスト………………….534.2.2.5　応答ペアにおける発話機能使用数と使用平均………………….…...1124. 2. 3.1-1　読み物形式のテクストにおける結束性マーカー使用数amp;#12392;使用率……………………………………...….………………….1144. 2. 3.1-2　会話形式のテクストにおける結束性マーカー使用数と使用率...1154.2.3.2-1　読み物形式のテクストにおける文の連接関係の各類型数と均率………………………………………………………………...1174.2.3.2-2　会話形式のテクストにおける文の連接関係の各類型数と平均率118amp;#22259;目次amp;#22259;4. 2. 1.1-1　Y1のテクスト構造分析図……………….……...................................59amp;#22259;4. 2. 1.1-2　Y21のテクスト構造分析図…………………......................................60amp;#22259;4. 2. 1.1-3　Y28のテクスト構造分析図………………………………..................62amp;#22259;4. 2. 1.1-4　Y34のテクスト構造分析図…………………......................................63amp;#22259;4. 2. 1.1-5　Y35のテクスト構造分析図…..............................................................64amp;#22259;4. 2. 1.1-6　Y42のテクスト構造分析図..................................................................65amp;#22259;4. 2. 1.1-7　Y44のテクスト構造分析図..................................................................66amp;#22259;4. 2. 1.2-1　Y10のテクスト構造分析図..................................................................68amp;#22259;4. 2. 1.2-2　Y20のテクスト構造分析図..................................................................70amp;#22259;4. 2. 1.2-3　Y47のテクスト構造分析図..................................................................72amp;#22259;4. 2. 2.1-1　K8のテクスト構造分析図....................................................................74amp;#22259;4. 2. 2.1-2　K12のテクスト構造分析図………………..........................................76amp;#22259;4. 2. 2.1-3　K13のテクスト構造分析図…………..................................................77amp;#22259;4. 2. 2.1-4　K17のテクスト構造分析図………......................................................78amp;#22259;4. 2.2.1-5　K24のテクスト構造分析図……...........................................................79amp;#22259;4. 2. 2.1-6　K25のテクスト構造分析図…..............................................................80amp;#22259;4. 2. 2.1-7　K32のテクスト構造分析図..................................................................81amp;#22259;4. 2. 2.1-8　K33のテクスト構造分析図..................................................................82amp;#22259;4. 2. 2.1-9　K36のテクスト構造分析図..................................................................82amp;#22259;4. 2. 2.1-10　K40のテクスト構造分析図................................................................83amp;#22259;4. 2. 2.1-11　K41のテクスト構造分析図................................................................84amp;#22259;4. 2. 2.1-12　K43のテクスト構造分析図................................................................85amp;#22259;4. 2. 2.1-13　K45のテクスト構造分析図................................................................86amp;#22259;4. 2. 2.2-1　K4のテクスト構造分析図…................................................................88amp;#22259;4. 2. 2.2-2　K6のテクスト構造分析図…................................................................88amp;#22259;4. 2. 2.2-3　K7のテクスト構造分析図…................................................................89amp;#22259;4. 2. 2.2-4　K11のテクスト構造分析図…..............................................................89amp;#22259;4. 2. 2.2-5　K14のテクスト構造分析図…..............................................................89amp;#22259;4. 2. 2.2-6　K15のテクスト構造分析図..................................................................90amp;#22259;4. 2. 2.2-7　K16のテクスト構造分析図..................................................................90amp;#22259;4. 2. 2.2-8　K26のテクスト構造分析図..................................................................91amp;#22259;4. 2. 2.3-1　K3のテクスト構造分析図....................................................................93amp;#22259;4. 2. 2.3-2　K5のテクスト構造分析図....................................................................94amp;#22259;4. 2. 2.3-3　K18のテクスト構造分析図..................................................................95amp;#22259;4. 2. 2.3-4　K19のテクスト構造分析図..................................................................96amp;#22259;4. 2. 2.3-5　K22のテクスト構造分析図..................................................................97amp;#22259;4. 2. 2.3-6　K29のテクスト構造分析図..................................................................99amp;#22259;4. 2. 2.3-7　K31のテクスト構造分析図................................................................100amp;#22259;4. 2.2.3-8　K39のテクスト構造分析図.................................................................101amp;#22259;4. 2. 2.4-1　K2のテクスト構造分析図..................................................................103amp;#22259;4. 2. 2.4-2　K9のテクスト構造分析図..................................................................104amp;#22259;4. 2. 2.4-3　K23のテクスト構造分析図................................................................105amp;#22259;4. 2. 2.4-4　K27のテクスト構造分析図................................................................106amp;#22259;4. 2. 2.4-5　K30のテクスト構造分析図................................................................108amp;#22259;4. 2. 2.4-6　K37のテクスト構造分析図................................................................109amp;#22259;4. 2. 2.4-7　K38のテクスト構造分析図................................................................109amp;#22259;4. 2. 2.4-8　K46のテクスト構造分析図................................................................111amp;#22259;4. 2. 3.1　結束マーカーの使用比較......................................................................116amp;#22259;4. 2. 3.2　文の連接関係の分布比較......................................................................119application/pdf28685531 bytesapplication/pdfen-US語篇連貫銜接句際關係言語功能話題展開毗鄰應對textcoherencecohesioninter-sentential relationshipspeech functionthe development of topicadjacency pairshttp://ntur.lib.ntu.edu.tw/bitstream/246246/178758/1/ntu-97-R93127003-1.pdf