| dc.contributor.advisor | 楊懿麗教授 | zh_TW |
| dc.contributor.advisor | Yang,I-li | en_US |
| dc.contributor.author (作者) | 陳淑珠 | zh_TW |
| dc.contributor.author (作者) | Chen,Shu-chu | en_US |
| dc.creator (作者) | 陳淑珠 | zh_TW |
| dc.creator (作者) | Chen,Shu-chu | en_US |
| dc.date (日期) | 2007 | en_US |
| dc.date.accessioned | 14-九月-2009 12:14:29 (UTC+8) | - |
| dc.date.available | 14-九月-2009 12:14:29 (UTC+8) | - |
| dc.date.issued (上傳時間) | 14-九月-2009 12:14:29 (UTC+8) | - |
| dc.identifier (其他 識別碼) | G0089551503 | en_US |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/31795 | - |
| dc.description (描述) | 博士 | zh_TW |
| dc.description (描述) | 國立政治大學 | zh_TW |
| dc.description (描述) | 英國語文學研究所 | zh_TW |
| dc.description (描述) | 89551503 | zh_TW |
| dc.description (描述) | 96 | zh_TW |
| dc.description.abstract (摘要) | 本研究主要探討台灣學生英語的拒絕語言行為(refusal speech act)與美國學生之異同，並探討社會地位高低及啟始行為(initiating acts)兩個變數對語言行為之影響。此外在拒絕時,所使用的句法修飾(syntactic mitigation)及詞彙修飾(lexical mitigation)之類型與頻率,其所用的句型是否與美國學生不同, 以進一步探究學習者母語對其中介語(interlanguage)是否有負面移轉作用。 本研究採用質性及量化研究方法，研究對象為40位以中文為母語的大學學生, 40位英語為母語的美國大學學生,及40位學習英語為外語的大學學生, 各組男女各半。研究工具為言談填充測驗(Discourse Completion Test), 包含12個不同情境(4個請求, 4個建議, 4個邀請),藉此問卷收集受試者語言行為之表現。 本研究的主要發現如下：間接拒絕策略是最常被三組學生使用的拒絕行為。其次,社會地位高低及啟始行為(initiating acts)兩個變數下對三組學生語言行為有不同影響, 而以後者影響尤鉅。除此之外, 台灣學生的英語中介語的語用能力,不僅反映在句法修飾及詞彙修飾兩方面, 同時在直接拒絕行為也與美國大學學生有顯著差異。本文進一步發現學習者母語對拒絕行為之影響, 拒絕之語序及直接與間接拒絕策略的負面移轉作用。本論文並提出教學上之應用建議，讓學生英語學習更有成效。 | zh_TW |
| dc.description.abstract (摘要) | Refusals can be regarded as a pragmatic universal, but refusal performance varies with cultures and is constrained by factors like status and initiating acts. However, the relative weight of these factors placed on each type of refusal strategy varies from culture to culture, or even within the same speech community due to intra-lingual variations (Blum-Kulka, 1987). In order to find out the complexity of cross-cultural differences in the realization of this face-threatening act, we investigated refusal speech acts performed by native speakers of Mandarin Chinese, EFL learners and native speakers of American English with the variation of social status and initiating acts. In addition, we compared EFL learners and Americans on linguistic structures including common directive forms, syntactic and lexical refusal mitigation as well as types of errors in the interlanguage of refusals. We also observed evidence of negative pragmatic transfer in EFL learners’ performance in three main categories of refusal strategies and refusal sequences, and tried to explain the causes of the transfer. Three groups of subjects participated in this study: 40 native speakers of American English (NE), 40 native speakers of Mandarin Chinese (NC), 40 Chinese EFL low-intermediate proficiency learners. They were asked to react by writing in the format of discourse completion task (DCT), which consisted of scripted dialogues with the manipulation of the interlocutors’ social status and initiating acts. The results were coded based on the taxonomy developed by Beebe, Takahashi and Uliss-Weltz (1990), and were analyzed qualitatively and quantitatively. Results showed that indirect refusals were the most frequently used main strategy type in the three groups examined. The effect of social status and initiating acts affected the three groups’ performance to a different degree; initiating acts seemed to be a more decisive force in influencing groups’ refusal behaviors. In terms of refusal mitigation, we have found that significantly more syntactic mitigation like interrogatives, conditionals, conditional clause, etc. were employed by Americans to soften the force of refusals. However, similar to the findings in Chen (2006), EFL learners mainly limited their use of modality in their refusals on types of deontic and epistemic modalities whereas Americans were more flexible in using different kinds with the variation of context. Generally, EFL learners’ refusal performance exhibited deviations from native speakers’ norms. Therefore pedagogical implications were suggested which included that teachers should build up EFL learners’ linguistic knowledge, teacher-fronted talk can be supplemented by additional activities that broaden the range of speech acts and provide a broader opportunities for learners. Also, instructors should provide contextual information regarding the similarities and/or differences between L1 and the target language under the influence of social status. Types of initiating act should be included in EFL teaching so that students’ awareness of these social constraints could be activated and they can integrate such information to facilitate their interlanguage system. | en_US |
| dc.description.tableofcontents | Acknowledgements vi Chinese Abstract xv English Abstract xvi Chapter 1. Introduction 1 1.1 Background and Motivation 1 1.2 Purpose of the Study 7 1.3 Research Questions 7 1.4 Organization of the Dissertation 8 Chapter 2. Review of Related Literature……..…………………..………………….9 2.1 Speech Acts 9 2.1.1 Direct and Indirect Speech Acts 11 2.2 Politeness 13 2.2.1 Conversational Maxims and Politeness 13 2.2.2 The Face-Saving View 16 2.2.3 Chinese Politeness 20 2.2.4 Face in Chinese Culture and Brown and Levinson’s Framework 22 2.3 Pragmatic Transfer 27 2.4 Refusal Mitigations 31 2.5 Data Collecting Instrument: DCT 32 2.6 Previous Comparative Studies on L1 Refusals Across Languages 35 2.7 Studies on Interlanguage Refusals 40 2.8 Summary 49 Chapter 3. Method 51 3.1 Research Questions 51 3.2 Pilot Study 52 3.3 Participants 53 3.4 Instruments 54 3.4.1 Variables and Research Design 55 3.5 Procedure 58 3.6 Data Analysis 59 3.6.1 Coding Systems of Refusals and Analysis 59 3.6.2 Analysis of Refusal Mitigation 62 3.6.3 Analysis of Pragmatic Transfer 63 3.7 Interrater Reliability of Coding Reliability..... ................................64 Chapter 4. Results 65 4.1 Overall Frequencies of Refusal Strategies 65 4.2 The Effect of Social Status on Refusals 68 4.2.1 Social Status and Direct Refusals 70 4.2.2 Social Status and Indirect Refusals 71 4.2.3 Social Status and Adjuncts 73 4.3 The Initiating Acts and Refusals 75 4.3.1 The Initiating Acts and Direct Refusals 76 4.3.2 The Initiating Acts and Indirect Refusals 77 4.3.3 The Initiating Acts and Adjuncts 79 4.4 Linguistic Structures Used by EFL Learners and Native Speakers of American English 81 4.4.1 Common Direct Forms 82 4.4.2 Syntactic and Lexical Mitigations of Refusals 84 4.4.3 Types of Errors in Learners’ Interlanguage 87 4.5 The Influence of Learners’ L1: Pragmatic Transfer 90 4.5.1 Negative Pragmatic Transfer 91 4.5.2 Refusal Sequences 93 4.6 Summary 97 . Chapter 5. Discussion 99 5.1 Overall Distribution of Refusals 99 5.2 The Role of Social Status and Three Groups’ Refusals 103 5.2.1 Directness 104 5.2.2 Indirectness and Adjuncts 105 5.2.3 Address Terms 107 5.2.4 Content of Reasons 109 5.3 The Type of Initiating Acts 114 5.3.1 Directness 114 5.3.2 Indirectness 115 5.3.3 Apologies and the Top Five Preferred Strategies 116 5.3.4 Initiating Acts or Social Status: Which is More decisive 119 5.4 Forms of Directness and Linguistic Mitigation 122 5.5 Factors about Learners’ Pragmatic Development 125 5.5.1 Proficiency: Linguistic Competence 125 5.5.2 Pragmatic Transfer: Influence of L1 127 5.6 Cultural Universality and Cross-Cultural Variation 133 5.7 Summary 135 Chapter 6. Conclusion 135 6.1 Summary of the Major Findings 135 6.2 Pedagogical Implications 139 6.3 Limitations and Suggestions for Future Research 143 Appendixes 148 A. Taxonomy of Refusal Strategies 148 B. Background Information Survey 151 C. Questionnaire (English Version) 152 D. Questionnaire (Chinese Version) 155 E. Evaluations Questions about the Situations 157 F. Content of Reasons 158 References.…. 160 Vita 174 List of Tables Table 2.1: Survey of Studies of Refusals in Different L1 38 Table 2.2: Studies on Interlanguage Refusals 47 Table 3.1: Demographic Information of DCT Participants 55 Table 3.2: Independent and Dependent Variables 56 Table 3.3: Distribution of the Contextual Factors in the Study 57 Table 3.4: Taxonomy of Refusals and Adjuncts 60 Table 3.5: Classification of Syntactic and Lexical Mitigation 63 Table 4.1: Frequency of Refusals Strategies in 12 Situations for The Three Groups 67 Table 4.2: Social Variables in Situations 71 Table 4.3: Social Status on the Group Choice of Direct Refusals 72 Table 4.4: Social Status on the Group Choice in Indirect Refusals 73 Table 4.5: Social Status on the Group Choice in Refusal Adjuncts 75 Table 4.6: Initiating Act Variables in Situations 77 Table 4.7: Initiating Acts on the Group Choice in Direct Refusals 77 Table 4.8: Initiating Acts on the Group Choice in Indirect Refusals 78 Table 4.9: Initiating Acts on the Group Choice in Adjuncts 80 Table 4.10: Syntactic Patterns Used in Direct Refusals for Learners and Americans 83 Table 4.11: Classification of Syntactic and Lexical Mitigation 85 Table 4.12: Frequency Distribution for the Use of Mitigation by EFL Learners and Americans 86 Table 4.13: Types of Errors in Learners’ Interlanguage 88 Table 4.14: Negative Pragmatic Transfer Across Situations 91 Table 4.15: Refusals to Requests 94 Table 4.16: Refusals to Invitations 95 Table 4.17: Refusals to Invitations 96 Table 5.1: Groups’ Means Used in Two Studies 100 Table 5.2: Frequency of Address Terms in Status High Situations 109 Table 5.3: Comparisons with Cheng’s Study and the Present Study in Refusing Requests from A Higher Status (%) 110 Table 5.4: Comparisons with Cheng’s Study and the Present Study in Refusing Invitations from A Higher Status (%) 111 Table 5.5: Comparisons with Cheng’s Study and the Present Study in Refusing Invitations from An Equal Status (%) 111 Table 5.6: Frequency Distribution of Apologies in Different Acts 116 Table 5.7: Top Five Preferred Strategies for the Chinese Group 117 Table 5.8: Top Five Preferred Strategies for the EFL Learners 118 Table 5.9: Top Five Preferred Strategies for Americans 118 Table 5.10: The Effect of Initiating Acts and Status for Americans 120 Table 5.11: The Effect of Initiating Acts and Status for the EFL Learners 120 Table 5.12: The Effect of Initiating Acts and Status for the Chinese Group 121 Table 5.13: Relative Rank Order of Indirect Refusals Substrategies in Status Higher Invitation Situations 131 List of Figures Figure 2.1: Politeness Strategies in Brown and Levinson (1987) 18 Figure 4.1: Graphic Representation of the Strategy Categories Used by Groups67 Figure 4.2: Social Status on the Group Choice in Direct Refusals 71 Figure 4.3 Social Status on the Group Choice in Indirect Refusals 73 Figure 4.4: Social Status on the Group Choice in Refusal Adjuncts 74 Figure 4.5: Initiating Acts on the Group Choice in Direct Refusals 77 Figure 4.6 Initiating Acts on the Group Choice in Indirect Refusals 79 Figure 4.7: Initiating Acts on the Group Choice in Adjuncts 80 Figure 6.1 Schemes of Different Types of Bilingual Transfer 147 | zh_TW |
| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0089551503 | en_US |
| dc.subject (關鍵詞) | 拒絕 | zh_TW |
| dc.subject (關鍵詞) | 語用能力 | zh_TW |
| dc.subject (關鍵詞) | 語用移轉作用 | zh_TW |
| dc.subject (關鍵詞) | refusals | en_US |
| dc.subject (關鍵詞) | pragmatic competence | en_US |
| dc.subject (關鍵詞) | pragmatic transfer | en_US |
| dc.title (題名) | 中美學生英語拒絕行為之研究 | zh_TW |
| dc.title (題名) | Interlanguage Refusals: A Cross-Cultural Study of EFL Learners in Taiwan and Native Speakers of American English | en_US |
| dc.type (資料類型) | thesis | en |
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