第六章 結論
第四節 未來研究方向
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觀判斷。第四，語言形式分析，語言形式功能的分析不是本研究的最主要研究問 題，因此本研究未能深入探討這方面。由於本研究的語言形式非常多，預告標記 有九個、情態語十二個、語氣詞八個，共二十九個，於是在第五章的語言形式未 能一一進行深入分析個別的語言形式的功能。
第四節 未來研究方向
最後對於未來的後續研究提出以下兩項的方向。首先在教學應用方面，在本 章第二節提出教學應用，但未能實際進行教學，若未來研究能探討學習者在課堂 上如何習得反對意見表達能力，並比較教學實施前和實施後的表現差異，對華語 教學會有更多的貢獻。另外，上節的研究限制之第二點提到，本研究發現參與者 的內在因素對反對意見的表達可能有所影響。因此除了外在因素以外，應該將參 與者的學習動機或對話題的興趣等內在因素納入考量。目前有些學者已發現學習 者的學習動機對語用習得的正面作用(Takahashi, 2005)，若未來進行這方面的研 究或許會有更多的發現。
第二個方向為語用分析，在上節的第四點提到本研究對語言形式功能的分析 不足。第五章主要比較華語母語者和日籍學習者的語言形式使用的量的表現，在 質的分析部分只能夠提到幾個語言形式的用法。希望未來研究可以更有系統的分 析各語言形式有哪些功能，並調查各功能的使用頻率。若能進一步詳細分析語言 形式功能，或許對教學會有更多的貢獻。
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