一、研究主題回顧
根據第一章第二節的本論文研究問題，有關：
1. 引導編碼如何導引認知，讓溝通有效？
2. 句狀語引導碼為何是研究範疇？
3. 引導碼「可」、「倒」、「卻」，「到底」、「畢竟」、「究竟」，「居然」、
「竟然」，「其實」，「難道」，「反正」等的會話隱含有哪些？在教 學輸入上如何導入？在習得輸出上如何評量？
4. 如何將研究發現運用在對外華語（漢語）教學及教材編撰上？
我們援引語用學相關理論和文獻，包括關聯理論、系統功能語法理論、
認知基模理論等，以質性研究方法為主，著墨在語言溝通中的整體意涵和 功能，思考句法的「規則」、語義的「意思」和語用的「功能」三個基本面 向。試圖探索句子的不同的語用功能，分析會話雙方語用的意圖和各具隱 含的會話行為。人們怎麼互相了解雙方說話的意思？一方面靠句子本身的 意義來決定，一方面也要靠句子之外的情境來揣摩。句子表達的表面意義 謂之「語義」，決定於詞彙及句法結構二個層次。「語義」只有抽象的意涵，
須放在語境中才有實際的意義。關聯理論強調語境的動態性，認為溝通中 的語境並非雙方事先知道，也不是固定不變的，因此成為「語境假設」
（ contextual assumptions）。溝通過程中，要找出雙方話語和語境假設的最 佳和最大關聯，通過一系列的語境假設處理話語中提供的新信息和新假設 產生的語境效果 （contextual effect），推斷出語境中所隱含的意義，達到溝 通的目的。當溝通的情況不確定時，聽話者會運用各種知識去推理。
因此，話語越直接、明確，聽話者越不易產生誤解。此外，說話者可用 不同的連結和銜接方式，增加話語關連性及減少被誤解的可能性，且減少 聽話者理解話語時所付出的心力。「言談標記」（discourse markers/connectives）
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/「連接性詞語」（connectives）/ 語用標記語（pragmatic markers）等，引導 碼（procedure encodings）是其中之一。
言談標記是話語聯繫的標誌，是對前述語義的回應或延續，並不會對 話語的命題內容產生影響或變化。其作用為引導聽話者正確推倒話語的言 外之意（implicature）。因此，本論文第三章第五節提及：當言談標記具有
隱義（implicature）和提升認知效果（Blakemore 1987,2002）的引導功 能，就可稱為引導碼。Blakemore （2002）提到引導碼，如”after all , but, so”
等，並不具有概念作用或指出一個概念，而是在於引導理解過程中限制
（contrain）及因此獲得隱含內容，使得聽話者得出的話義和認知效果。
Halliday （1985）提出系統功能語法理論，從語言社會功能角度，研 究語言和社會之間的關係。提出表義功能 （ ideational metafunction）、篇 章 功 能 （ textual metafunction ） 和 人 際 / 社 交 功 能 （ interpersonal metafunction）。表義功能為傳遞新信息的功能，即，向聽話者傳達未知的信 息 ， 分 成 經 驗 功 能 （ experiential metafunction ） 和 邏 輯 功 能 （ logical metafunction）。前者是談論主觀世界和客觀世界中的事物、情境和對世界的 認識，後者主要是表示句子意義之間的關聯情況。篇章功能指的是使用語 言時把資訊組織好，同時表明資訊間的關係，並顯示資訊傳遞與說話者所 處語境之間的關係。人際功能是運用語言來表達個人關係和社會關係的功 能，也就是建立或保持人際關係，用語言影響他人的行為或是表達對世界 的看法。認為話語標記最主要的功能為幫助溝通雙方生成和理解話語。本 論文從引導碼複句和篇章切入，分析「倒」、「可」、「卻」，「畢竟」、「究竟」、
「到底」與「居然」、「竟然」等語義及語用的差異。分析容易造成外籍學 生語用學習上的困難的原因，並評估現行廣用教材編寫的問題。同時探討 了語用能力的評估方式和語用能力培養與引導碼功能的關係。
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二、研究限制和展望
就語用學層面，本研究從漢語複句和篇章切入，探討現代漢語引導碼 的功能和隱涵。引導碼的使用是經由聽、說雙方的背景知識、語境關聯產 生的推論所導引出的語用隱涵。是連接性詞語，或言談連接詞 （connectives）
功能之外的引導編碼認知過程。研究中探討的現代漢語引導碼各有其不同 的語用功能、差異和隱涵，對華語/漢語為第二語言或外語的學習者和教學 者而言，教材中若具有充分語境和語用的描述，學習者才易理解和舉一反 三。研究過程，發現所分析的引導碼功能，需語料上的再蒐集，及針對特 定語境的再設計，使會話隱涵因其特殊性而能分別在教學初期時即能掌握 到其難點和做到教學排序。凡此將是未來研究思考及實踐的方向。跨句的 語段和篇章也將是語料整理的延伸。而此語料使用頻率及其語用隱涵功能 與溝通情境可提供上述引導碼累進教學上難易度分級、教與學方式和順序 的參考。提供兼顧語料對不同程度學習者的可理解性輸入及可達到的程度。
除此之外，跨語言文化的現代漢語引導碼語用偏誤分析和語用能力評估尚 未普遍落實在華語文教材、教學和測驗上，也將是本研究後續研究重點。
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