香港華語小學生與少數族裔小學生口語互動中話語標記語「同埋」的使用情況

The Use of “Tungmaai (同埋)” as a Discourse Marker in the Oral Interactions of Local Chinese and Ethnic Minority Primary Students in Hong Kong

本研究旨在探究粵語連詞「同埋」在香港華語小學生與少數族裔小學生口語互動中的話語標記功能，並對比兩類學生的使用情況。本研究通過設計四個口語互動任務，一共採集了104位10-12歲香港華語小學生和同齡少數族裔學生25小時的粵語口語語料。我們對語料中「同埋」出現的語境、位置、功能進行了分析。研究結果發現：一、「同埋」除了表達原本的並列義，還有話語標記的功能，能起話題延續、話題轉換和填充功能的作用，用於話題延續功能的頻率最高，其次是話題轉換，話語填充頻率最低；二、少數族裔與華語小學生使用「同埋」進行話語標記功能的種類一樣，但少數族裔小學生使用頻率大大超過了華語學生；三、「同埋」出現在話輪首位和內部的頻率與比例在兩組學生中也存在差異。

This study aims to explore the discourse marker function of the Cantonese conjunction “tungmaai (同埋)” in the oral interactions among primary Chinese students and ethnic minority students in Hong Kong, and compare its usage between the two groups. The study designed four oral tasks to collect a total of 25 hours of oral data from 104 Chinese students and ethnic minority students aged 10-12 in Hong Kong. The study analysed the context, functions, and positions of “tungmaai (同埋)”. The findings showed that: 1) “tungmaai” revealed discourse functions, including extending a topic, shifting a topic, and filling in gaps in addition to its original meaning. “Tungmaai” was most frequently used for extending a topic, followed by shifting a topic and filling in gaps. 2) Both Chinese students and ethnic minority students used “tungmaai” for the same discourse functions, but ethnic minority students utilized it more frequently than the Chinese students. 3) The frequencies and proportions of the positions of “tungmaai” were also different between Chinese students and ethnic minority students.