韓語語境詮釋要素探討

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Title:	韓語語境詮釋要素探討 A Research on the Interpretive Element of the Linguistic Context in Korean Language
Authors:	梁立文
Contributors:	韓國語文學系
Keywords:	語境詮釋要素補述倒敘演繹法文章脈絡
Date:	2020
Issue Date:	2020-01-09 22:16:13 (UTC+8)
Abstract:	談話或行文時其前後內容必須互為照應、文脈邏輯必須連貫一致，亦即顧及語境( linguistic context )，在後的句子所指內容必須是曾經提到過，否則就是不合理的句子，參與談話的人若不在狀況下則無法理解所指為何。最淺顯的可推指示代名詞，其指示人物若未曾提及，大抵無法理解所指何人何物。此類元素稱之為語境要素。韓語語法中有若干語境元素只用在第二句，本文主要以其中有詮釋功能的語境要素為探討對象，這詮釋功能包含對先前提到的內容闡述其理由、緣由、意義，即作為是為補敘；另有僅對上一句提到的部分事項闡述的補述。基於上述理念，本文以語用學的角度看韓語句子結構。一般在講解韓語語法要素時大都以單一詞彙、單一句子為主，但語法要素若是只能使用在第二句時，僅以一個句子講述，則難以完整表現該要素的意義及用法。經查閱諸多韓語語法書、韓語教學書發現頗多上述現象，故筆者主張談論此類語法要素時應顧及談話或篇章語境的連貫，方能完整表現其用法，亦即須以兩句以上為主說明。本文主要以使用在第二句的語法要素中有詮釋功能者為探討對象，這詮釋功能包含對前句提到的話題論述；前述句的理由、緣由、意義的補敘；僅對上一句提到的事項解釋的補述；還有談話者對先前說的話再次重申；聽話者針對前述內容所作反問等。談話或寫作時有補述現象的談話主要是先簡潔敘述重點、焦點、結論，然後接著對省略的重點、結論的形成緣由做說明，也就是倒敘談話法、演繹法。重申以及反問則是依照語境引用先前說過的話，兩者都具備負面的態度。本文將詮釋要素分成以下六種：主題論述、意義追加補述、事項追加補述、重申要素、反問要素、情態要素。這些要素通常都只能使用在同一個語境，或稱文章脈絡清晰的時候使用，亦即對於前文的補充敘述或是針對前面內容作重申、反問。這些詮釋要素通常都使用在第二句話之後，卻被當作單一語法來做解釋，學習者難以理解其意義及使用法。因此筆者透過本文來表達言談行文必須脈絡一貫，語法教學必須注重語境裡的邏輯一致。 When it comes to conversation or writing, the content must be corresponding, and the idea must be coherent. That is, a linguistic context should be well considered. The meaning of a sentence followed by another has to be mentioned before, or it would be an illogical sentence, which is as if the people who get involved in a conversation fail to comprehend what the speaker is referring to if they are not with the speaker. The most obvious case is demonstrative pronoun. People or things indicated by a demonstrative pronoun could not be pointed out when they are not mentioned before in a conversation or writing. This is called elements of context. Of Korean grammar, such elements appear in the second sentence. The paper mainly discusses the element of context which has the function to interpret. The function explains the reason, the cause, and the meaning of the content which is previously told. It is known as a postscript. In addition, there is a postscript merely for the last sentence. Based on the theory above, the paper expounds, in terms of linguistics, what a sentence in Korean consists of. In general, people focus mostly on a single word or a sentence when talking about the elements of Korean language. However, it is hard to show completely the meaning and the usage of the element of context in only one sentence if the element can only be used in the second sentence. The cases mentioned above can be found quite often in numbers of books on Korean grammar and teaching Korean. Thus, the authors advocate that in order to show thoroughly the usage of the elements of grammar, the coherence of conversation, and, of context should be considered. In short, it must require more than two sentences as the main explanation. The paper mostly explores the element of grammar, used in the second sentence, which has the function to interpret. The function includes the postscript of the subject mentioned before: the postscript of the reason, the cause, and the meaning, and also the postscript that merely for explaining those which are mentioned in the last sentence. Moreover, postscript can be practiced as a restatement by speakers, or a rhetorical question by listeners. The points, the focuses, and the conclusions are briefly told when a message-added conversation appears in speaking or writing. The cause of the skipped points and conclusions would be explained afterwards. It is known as flash back and deduction. A restatement and a rhetorical question just merely quote what is previously told, and both a restatement and rhetorical question are relatively negative. The paper classifies the elements of interpreting into six kinds: the discourse of subject, the additional-meaning postscript, the additional- remark postscript, the element of restatement, the element of rhetorical question and the molaritical element, which can be only used in the same linguistic context or when the article context is clear. It is, for the postscript above or the content once mentioned, to make a restatement or a rhetorical question. All of those elements of interpreting are often used in the second sentence and the followed but considered a single grammar, which learners have a hard time to understand its meaning and usage. Therefore, the author elaborates, in the paper, writing must be corresponding, and the idea must be coherent when it is talking about grammar teaching.
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