| Summary: | 碩士 === 國立臺灣大學 === 華語教學碩士學位學程 === 106 === Oral narration is a significant language activity in daily human interactions. During a everyday conversation, participants tend not to obsess the turns in a long period but take turns. Only when one of the attendees has a strong narrative motivation will the attendee hold the turn for a long while. This study aims to deliver a new narration teaching method in Teaching Chinese as a second language; therefore, the researcher held 18 times of one-to-one research interviews during June to August 2016, and collected video/record materials of about 16 hours in total as the interview result. In order to collect narrative materials more efficiently, a semi-structured frame of research interview was built to immerse the informants in a natural and spontaneous interview environment and to induce the narrative motivation from informants to deliver narration during interviews which had turned to be unstructured in the last half.
After interviews, the researcher cut off the conversation parts between the researcher and the narrator in the materials and found 101 narrative sequences. These narrative sequences have been analyzed with Stanza Analysis method (Gee, 1991) and categorized by Labov''s six basic elements of oral narration (Labov, 1972). Analysis has shown that three of the Labov''s six basic elements of oral narration, which are Abstract, Evaluation, and Coda, can be taken as the "narrative frame", and Complication/Complicating Action and Resolution shall be seen as the "narrative content". The narrative frame is foudamental and more essential than the narrative content. At last, this study delivers an ideal narrative structure and advances a teaching recommendation with formulaic sequences teaching method.
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