中英影劇得獎致謝之語步對比分析與華語教學建議

Abstract

致謝感言是指在正式、公開的場合中表達謝意的語篇，與日常會話的簡短道謝有所差異。過往文獻已剖析學術領域的英文致謝語篇，如學位論文的書面謝辭（Hyland, 2004）及學位授予典禮的口說感言（Fortanet, 2005），而對中文致謝感言的分析仍顯不足。因此，本論文蒐集2015年至2024年間臺灣金馬獎與美國奧斯卡金像獎最佳男女主角及配角的得獎致謝感言，中文與英文各40篇，運用語步分析法（Swales, 1990）探討其語篇結構與文化特徵。分析結果顯示，致謝感言由開場、主體、結尾三個主要語步組成。首先，開場語步包含三種子語步，表達情緒感受、接受獎項，以及回顧個人或作品的發展歷程。其次，主體語步是感言核心，根據致謝對象分為四種子語步，兩種語言都重視對合作團隊與親朋好友的感謝，而中文傾向感謝特定個人，英文則更常感謝共同入圍者。最後，結尾語步同樣包含四種子語步，中文常表達自我期許，也常緬懷親友與恩師，展現飲水思源與尊師重道；英文則傾向呼籲觀眾關注得獎作品涉及的社會議題，並將獎項獻給特定對象，塑造正面公眾形象。在語步組合方面，中文與英文都傾向以「表達得獎感受→接受獎項榮譽」開場，並以「感謝合作團隊→感謝親朋好友」構成主體。然而，兩種語言也存在文化差異，反映不同的價值取向。在中文感言中，回顧發展歷程與感謝特定對象常相伴出現，重視個人經歷與技藝傳承；在英文感言中，感謝共同入圍者則常穿插出現，強調業界互動與社會參與。最後，本論文根據語篇分析結果提出華語教學啟示，幫助學習者認識致謝感言的語步特徵及其中蘊含的文化內涵，以提升語篇表達能力與跨文化溝通能力。本論文的結果能補充語篇分析領域的成果，促進教學實務的發展。

Acceptance speeches refer to discourse delivered in formal and public settings to express gratitude, which differs from the brief expressions of thanks found in everyday conversation. Previous studies have examined English gratitude discourse in academic contexts, such as written acknowledgments in theses and dissertations (Hyland, 2004) and oral acceptance speeches at graduation ceremonies (Fortanet, 2005). However, research on Chinese acceptance speeches remains limited. Therefore, this study collected 80 speeches—40 in Chinese and 40 in English—delivered by winners of the Best Actor, Best Actress, Best Supporting Actor, and Best Supporting Actress awards at the Golden Horse Awards in Taiwan and the Academy Awards in the United States between 2015 and 2024. Using Swales' (1990) move analysis framework, this study investigates the discourse structures and cultural features of these speeches. The analysis reveals that acceptance speeches comprise three major moves: opening, body, and closing. The opening move includes three sub-moves: expressing the feelings of winning, acknowledging receipt of the award, and reflecting on personal or artistic development. The body, as the core of the speech, consists of four sub-moves categorized by the recipients of gratitude.In both languages, appreciation for collaborative teams and close friends or family is emphasized; however, Chinese speeches tend to thank specific individuals, whereas English speeches more often express gratitude to fellow nominees. The closing move also comprises four sub-moves. Chinese speeches frequently include self-expectations and remembrance of relatives or mentors, reflecting values of gratitude and respect for teachers. In contrast, English speeches often call on audiences to pay attention to social issues and dedicate the award to specific individuals, thereby shaping a positive public image.In terms of move sequencing, both Chinese and English speeches tend to begin with"expressing the feelings of winning → acknowledging receipt of the award" and build the body with "thanking collaborative teams → thanking friends and family." However, cultural differences emerge, reflecting divergent value orientations. Chinese speeches often intertwine reflections on personal development with gratitude toward specific individuals, highlighting personal experience and the transmission of craft. English speeches, meanwhile, frequently interweave thanks to fellow nominees, emphasizing industry interaction and social engagement.Finally, based on the findings of this discourse analysis, this study proposes pedagogical implications for teaching Chinese as a second language, helping learners understand the structural features and cultural connotations of acceptance speeches to enhance their discourse competence and intercultural communication skills. The results of this research contribute to discourse analysis scholarship and support the development of practical teaching applications.