為了促進民眾養成良好的健康習慣，醫療專業人員在衛教溝通中扮演著至關重要的角色。然而，過去的相關研究多集中於醫生以英語或華語向民眾勸戒的醫病溝通過程。鮮少研究探討在使用臺語的情況下，勸戒句的句型及成分使用。本研究透過蒐集南部某醫學院相關科系學生在選修醫用臺語課程中的語料，分析這些醫學生在十分鐘的衛教活動過程中，使用臺語向七十歲年長者介紹指定的疾病知識或健康相關概念。
本文的第一個研究問題為: (1) 進行衛教的過程時，醫學生整體上傾向使用哪些勸戒句型及構句成份? 在初步分析語料時，我們發現勸戒句的核心結構為「動詞+受詞」，並額外搭配其他附加成分「一般副詞、程度副詞、量形容詞、假設關聯詞(若)及建議類動詞」，以組成不同種類的構句成分組合。因此，本文的第二個研究問題為: (2) 勸戒句裡除核心結構以外的附加成份能在勸戒裡達到甚麼樣的語用功能?
研究結果顯示，醫學生最常使用的成分為「情態助動詞」，句型為「僅含情態助動詞的動詞組」(A2)。在表達含有情態助動詞的勸戒句時，醫學生會有強弱兩種語氣的情態助動詞可以選擇，我們發現他們會傾向使用語氣較強的情態助動詞 「愛」及 「莫」。然而，若我們從中仔細觀察，這些含有強語氣情態助動詞的句型常常伴隨口訣、列點式提醒及總結情境出現，或是隨後出現醫學知識的解釋。接下來，我們也發現醫學生使用不同的附加成份「一般副詞、程度副詞、量形容詞、假設關聯詞(若)及建議類動詞」在勸戒句裡，以達到五種不同的勸戒語用功能 (1) 逐步增量或減量; (2) 盡你所能; (3) 最好; (4) 假設情境; (5) 建議非命令，以緩和含強語情態助動詞的勸戒語氣，並鼓勵年長者養成健康習慣。
本研究的主要貢獻在於深入了解衛教溝通裡臺語句型結構和構句成分的使用模式，以了解這些不同成分達到的語用功能，作為日後醫療專業人員的使用參考。我們認為這不僅有助於提升民眾的健康知識水平外，也能促進醫病間的溝通與合作。

To promote the development of healthy habits among the public, medical professionals play a crucial role in health education communication. Previous research has predominantly focused on the process where doctors provide advice to the public in English or Mandarin. Nevertheless, few studies investigate the sentential structures and components of advice-giving sentences in Taiwanese. To fill the gap, the current study aims to explore how medical students in relevant departments of a medical school in southern Taiwan in elective courses of medical Taiwanese give advice about disease knowledge or health-related concepts to elderly people during 10-minute health education sessions. The first question in this study is (1) What sentential structures and sentence components do medical students tend to use respectively in advice-giving sentences in health education sessions? In the process of preliminary data analysis, we find that the basic structure of advice-giving sentences often consists of “verb + object”, supplemented by additional components such as general adverbs, adverbs of degree, quantity adjectives, hypothetical conjunctions (若nā /if), and verbs of suggestion, forming various groups of sentence combination. Consequently, the second question in this study is (2) What kind of pragmatic functions can be achieved by the additional sentence components in advice-giving sentences?
The results indicate that medical students most frequently used modal auxiliary verbs in sentence components, and the used most sentential structure is “verb phrase with modal auxiliary verb only (A2)”. When expressing advice-giving sentences containing modal auxiliary verbs, medical students have a choice between strong and weak tones of these verbs. We found they have tendency to use strong modal auxiliary verbs such as “愛ài/should” and “莫mài /should not”. Furthermore, when we observe this result closer, sentences containing these strong modal auxiliary verbs often appear in the context of slogan, bullet-point, and summary, or are followed by explanations of medical knowledge. Next, we found that medical students utilize various additional components including general adverbs, adverbs of degree, quantity adjectives, hypothetical conjunctions (若nā /if), and verbs of suggestion in advice-giving sentences to achieve five pragmatic functions: (1) Gradual increase or decrease in quantity, (2) Try your best, (3) Ideally, (4) Hypothetical situations, and (5) Suggestion rather than command. With these different pragmatic functions, medical students can mitigate the strong tone of advice-giving sentences and encourage elderly people to adopt healthy habits.
The primary contribution of this study lies in providing an in-depth understanding of the usage of sentential structures and components in Taiwanese health education. Therefore, medical professionals can learn how to utilize it effectively, achieving various pragmatic functions and thereby softening the tone of advice given. We believe that this not only enhances public health knowledge but promotes communication and collaboration between doctors and patients.

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