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傳統的研究將臺灣話的「人」視為人稱代名詞，並著重於它的指示代名詞使用。但出現於言談中的「人」卻多不做此用。因此，本研究旨在探討這種不做指示代名詞用的「人」，及其在言談上的功能。 　　根據Schiffrin提出的言談分析模式，「人」在五個層面--語意結構、行為結構、交談順序結構、訊息狀態、及交談者關係--都有其功能。大體而言，「人」的主要功能是在語意結構上，它在言談間作為一個「逆向承接標記」，它的出現顯示著上下文有著相反或對比的關係。藉由這種承接的作用，能使說話者更明確地表達語意，並使聽話者更精確地掌握語意，因而使得言談更為順暢。 / The present study investigates the behavior of the non-referential lang and the functions it performs in Taiwanese spoken discourse. 　　Based on　Schiffrin's (1987) model of discourse coherence, lang. plays roles on the five planes of discourse. The predominant function of lang is found in the ideational structure, where it explicitly marks contrastive relations between propositions.　In the action structure, it prefaces speech acts like defense, dispute, and refutal when a speaker disagrees the other participant's accusation, assertion, and request.　In the exchange structure, it is employed to claim/fight for or retain the turn.　In the information state, it signals contrasts between the upcoming proposition and speaker knowledge or speaker/hearer meta-knowledge.　In the participation framework, it functions to change the relative relations between interlocutors in a conversation and to indicate a discrepancy between interlocutors in the subjective attitude toward an event. As a whole, lancr serves as a contrastive marker, thus informing a discontinuity in a discourse. 　　The syntactic distribution of lang and its co-occurrence restrictions with Taiwanese sentence-final particles further support our analysis that lang functionsas a marker of contrast.

為了呼應將人際層面融入寫作教學的趨勢，本論文將透過分析人稱代名詞（一種明顯的人際關係標記)在議論文中的使用功能來探討不同程度的台灣大學生如何使用人稱代名詞建構作者與讀者之間的關係。本研究的第一部份著重在七十六篇文章的文本分析。首先，這些文章按照評分結果將其分成高、中、低三組，然後分析人稱代名詞最常出現的搭配語言形式，並歸納出不同人稱代名詞的篇章功能。第二部份則是分析學生問卷及訪談學生，藉以作進一步的闡述。問卷的目的在找出學生對議論文寫作的看法，而訪談學生則是想找出使用不同人稱代名詞的原因。本研究發現不同程度的三組學生在人稱代名詞的整體使用數量、種類、及頻率分配上都有不同，程度高的一組明顯少於中間程度及較低組。同時，結果也顯示這些學生會搭配不同的語言形式（例如動詞、助動詞、加強標記等）來行使不同的篇章功能，而且不同程度的學生在功能運用上也會有所差異。整體而言，低組同學呈現較多的自我投射，中間組同學比較注重與讀者和其他外人的關係，而高組同學在呈現觀點時較為客觀。在選擇人稱代名詞時，學生會從自己本身、讀者、文章寫作等三方面的相互關係作出考量，決定採取主觀或客觀的觀點、表達權威或謙卑的態度、顯示親近或疏離的關係、使用直接或間接的策略。大致上來說，這些學生使用較多的人性訴求來凝聚跟讀者之間的關係，同時也強化自己論點的力道。這樣的策略充分反映出台灣文化中的人道主義和集體主義。本研究發現學生在議論文寫作中會以功能和人際關係為導向來選擇和使用人稱代名詞。 / In response to the call for the incorporation of interpersonal dimension into the writing pedagogy, this study provides a functional analysis of personal pronouns—an explicit interpersonal marker—used in argumentative texts by Taiwanese college students. The purpose is to see how students of different proficiency levels construct the writer-reader relationship through personal pronouns during the composition. The first part of the study centers on the analysis of 76 learner essays. They are first rated and sorted into three groups of different quality—High, Mid, and Low. Later, the linguistic forms associated with personal pronouns are examined, and the discourse functions personal pronouns fulfill in contexts are also identified. The results of the text analysis are further supplemented by the post-writing questionnaires and the oral interviews on students to obtain more in-depth discovery and interpretation. While the questionnaire aims to reveal how the students perceive argumentative writing, the interview intends to find out the reasons for their choices of personal pronouns. The results have shown that the use of personal pronouns in the three groups differs in quantity, type and distribution. The High group writers use significantly fewer pronouns than the other two. Moreover, the students use personal pronouns with salient accompanying linguistic forms (e.g. verbs, modals, emphatic markers) to perform various discourse functions, and students of different levels also vary in maneuvering the functions. Overall, the Low group writers tend to be more self-involved, and the Mid group writers are more likely to include in-group and out-group members in discourse. The High group writers, however, present their arguments more objectively. In selecting personal pronouns, the students usually take account of the interrelationship among the writer, the reader and the text, on whose basis the alternatives between subjectivity and objectivity, authority and modesty, intimacy and detachment, or directness and indirectness are weighed. In general, the students use more personal appeals to achieve mutual solidarity with the reader and to intensify their convictions as well, which reflects humaneness and collectivism that have been highly valued in Taiwanese culture. The study has found that the students' strategic choices of personal pronouns in argumentative writing are usually functionally and interpersonally-oriented.

京都大学 / 0048 / 新制・課程博士 / 博士(人間・環境学) / 甲第19066号 / 人博第719号 / 新制||人||173(附属図書館) / 26||人博||719(吉田南総合図書館) / 32017 / 京都大学大学院人間・環境学研究科共生文明学専攻 / (主査)教授 須田 千里, 准教授 佐野 宏, 准教授 長谷川 千尋, 教授 水野 眞理 / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM