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題名 拒絕策略：台灣國中生英語語言行為研究
A Cross-cultural Study on the Refusal Behavior of the Junior High School Students in Taiwan
作者 潘莉敏
Pan, Li-min
貢獻者 余明忠
Yu,Ming-chung
潘莉敏
Pan, Li-min
關鍵詞 語言行為
拒絕策略
speech act
refusal strategy
日期 2005
上傳時間 14-九月-2009 12:16:40 (UTC+8)
摘要 本研究旨在探討台灣以英文為外語的國中生在拒絕時所採取的策略。資料收集由每組40位的青少年，共三組所組成。分為：以中文為母語的受試者 (NC)，以英文為外語的學習者 (EFL)，和以英文為母語的受試者 (NA)。實驗經由設計好的8個不同情境 ( 2個請求，2個建議，2個邀請，2個提供 )，分別為4種不同的拒絕的「完成對話問卷」(DCT) 來達成。距離和性別是二個控制的變項。120 位受試者的回答根據直接拒絕、間接拒絕、不拒絕、沒有回應四種拒絕策略分類。卡方檢定用來分析三組間是否有統計上的顯著差異。
      結論顯示，以中文為母語的，以英文為外語的，和以英文為母語的這三組在表達拒絕時，確實有顯著差異。以中文為母語的 (NC) 和以英文為外語的 (EFL) 二組比較喜愛使用間接拒絕策略；而以英文為母語的 (NA) 這一組傾向選擇直接拒絕策略。此外，以英文為外語的 (EFL) 這組的表現常出現遵循他們母語 (L1) 的模式，雖然他們有些行為表現顯示出受到外語文化 (L2) 的影響。此外，或許由於缺乏足夠的語言能力，以英文為外語 (EFL) 的一組，在拒絕時，傾向表達過多的道歉。因此本研究建議，教師在教學上應幫助學生學習多使用綜合的拒絕策略來取代過多或不必要的道歉。根據以上的發現，本研究也提出一些在英語教學上的啟示和應用，以及對未來研究的建議。
The purpose of the study was to investigate what strategies were employed when EFL junior high school students in Taiwan performed a refusal. The data collected from three groups of forty teenagers in each group: native Chinese speakers (NC), EFL learners (EFL), and native American English speakers (NA). The experiment was carried out through the Discourse Completion Task (DCT), which was designed to eight situations: 2 requests, 2 suggestions, 2 invitations, and 2 offers to elicit four types of refusal. Two social variables, distance and gender, were controlled. Responses from 120 participants were categorized according to refusal strategies including direct refusal, indirect refusal, non-refusal, and no response. The chi-square was employed to test the presence of statistically significant difference existing across the three groups.
      Results revealed that the Chinese, the EFL, and the American groups were virtually different in expressing refusals. The Chinese and EFL groups preferred to employ indirect refusal strategies, while the American group tended to select direct ones. Moreover, the performance of the EFL group frequently followed their L1`s norms, although some of their behaviors were influenced by the L2`s culture. Besides, perhaps due to a lack of sufficient pragmatic knowledge and vocabulary, the EFL group tended to express more regret when performing a refusal. Therefore, the present study suggests that the instructors may help learners acquire the usage of combination strategies to decline rather than utilizing verbose or unnecessary regret. Based on the findings, the study also proposed some pedagogical implications and suggestions for future research.
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描述 碩士
國立政治大學
英國語文學系英語教學碩士在職專班
91951003
94
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0091951003
資料類型 thesis
dc.contributor.advisor 余明忠zh_TW
dc.contributor.advisor Yu,Ming-chungen_US
dc.contributor.author (作者) 潘莉敏zh_TW
dc.contributor.author (作者) Pan, Li-minen_US
dc.creator (作者) 潘莉敏zh_TW
dc.creator (作者) Pan, Li-minen_US
dc.date (日期) 2005en_US
dc.date.accessioned 14-九月-2009 12:16:40 (UTC+8)-
dc.date.available 14-九月-2009 12:16:40 (UTC+8)-
dc.date.issued (上傳時間) 14-九月-2009 12:16:40 (UTC+8)-
dc.identifier (其他 識別碼) G0091951003en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/31807-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學系英語教學碩士在職專班zh_TW
dc.description (描述) 91951003zh_TW
dc.description (描述) 94zh_TW
dc.description.abstract (摘要) 本研究旨在探討台灣以英文為外語的國中生在拒絕時所採取的策略。資料收集由每組40位的青少年，共三組所組成。分為：以中文為母語的受試者 (NC)，以英文為外語的學習者 (EFL)，和以英文為母語的受試者 (NA)。實驗經由設計好的8個不同情境 ( 2個請求，2個建議，2個邀請，2個提供 )，分別為4種不同的拒絕的「完成對話問卷」(DCT) 來達成。距離和性別是二個控制的變項。120 位受試者的回答根據直接拒絕、間接拒絕、不拒絕、沒有回應四種拒絕策略分類。卡方檢定用來分析三組間是否有統計上的顯著差異。
      結論顯示，以中文為母語的，以英文為外語的，和以英文為母語的這三組在表達拒絕時，確實有顯著差異。以中文為母語的 (NC) 和以英文為外語的 (EFL) 二組比較喜愛使用間接拒絕策略；而以英文為母語的 (NA) 這一組傾向選擇直接拒絕策略。此外，以英文為外語的 (EFL) 這組的表現常出現遵循他們母語 (L1) 的模式，雖然他們有些行為表現顯示出受到外語文化 (L2) 的影響。此外，或許由於缺乏足夠的語言能力，以英文為外語 (EFL) 的一組，在拒絕時，傾向表達過多的道歉。因此本研究建議，教師在教學上應幫助學生學習多使用綜合的拒絕策略來取代過多或不必要的道歉。根據以上的發現，本研究也提出一些在英語教學上的啟示和應用，以及對未來研究的建議。		zh_TW
dc.description.abstract (摘要) The purpose of the study was to investigate what strategies were employed when EFL junior high school students in Taiwan performed a refusal. The data collected from three groups of forty teenagers in each group: native Chinese speakers (NC), EFL learners (EFL), and native American English speakers (NA). The experiment was carried out through the Discourse Completion Task (DCT), which was designed to eight situations: 2 requests, 2 suggestions, 2 invitations, and 2 offers to elicit four types of refusal. Two social variables, distance and gender, were controlled. Responses from 120 participants were categorized according to refusal strategies including direct refusal, indirect refusal, non-refusal, and no response. The chi-square was employed to test the presence of statistically significant difference existing across the three groups.
      Results revealed that the Chinese, the EFL, and the American groups were virtually different in expressing refusals. The Chinese and EFL groups preferred to employ indirect refusal strategies, while the American group tended to select direct ones. Moreover, the performance of the EFL group frequently followed their L1`s norms, although some of their behaviors were influenced by the L2`s culture. Besides, perhaps due to a lack of sufficient pragmatic knowledge and vocabulary, the EFL group tended to express more regret when performing a refusal. Therefore, the present study suggests that the instructors may help learners acquire the usage of combination strategies to decline rather than utilizing verbose or unnecessary regret. Based on the findings, the study also proposed some pedagogical implications and suggestions for future research.		en_US
dc.description.tableofcontents Pages
     Acknowledgement iii
     Tables of Contents v
     List of Tables viii
     List of Figures ix
     Chinese Abstract x
     English Abstract xi
     
     Chapter
      1. Introduction 1
      1.1 The Setting 1
      1.2 Purpose of the Study 3
      1.3 Value of the Study 4
      1.4 Organization of the Study 4
      2. Literature Review 5
      2.1 Speech Act Theory 5
      2.2 Politeness Theory 8
      2.2.1 Lakoff’s Politeness Rules 10
      2.2.2 Leech’s Politeness Principles 11
      2.2.3 Brown and Levinson’s Politeness
      Framework 13
      2.3 Cross-cultural Studies on Refusal 17
      2.4 Chinese Notions and Studies 21
      2.4.1 Chinese Politeness and Face 21
      2.4.2 Chinese Studies on Refusal 21
      2.5 Research Questions 22
      3. Methodology 25
      3.1 Participants 25
      3.2 Instruments 27
      3.3 Data Collection Procedure 29
      3.3.1 Pilot Study 29
      3.3.2 Process 29
      3.3.3 Data Classification 30
      3.4 Validity 34
      3.4.1 Observation of Naturally Occurring Speech 34
      3.4.2 Elicitation 35
      3.4.2.1 Role Play 35
      3.4.2.2 Discourse Completion Task 37
      3.5 Data Analysis 39
      3.6 Reliability of Coding 39
      4. Results 40
      4.1 Quantitative Consequences 41
      4.1.1 Four Main Strategies 41
      4.1.2 Five Substrategies 46
      4.2 Qualitative Analyses 52
      4.2.1 The Usage of the Politeness Formulae
      ‘謝謝 xièxie’ (thank you) and
      ‘對不起duìbùqǐ’ (I am sorry) 52
      4.2.2 The Usage of Combination Strategies 57
      5. Discussion 60
      5.1 Four Main Strategies 60
      5.1.1 Direct Refusal Strategies 60
      5.1.2 Indirect Refusal Strategies 62
      5.1.3 Non-refusal Strategies 63
      5.1.4 No Response Strategies 64
      5.2 Five Substrategies 64
      5.2.1 Regret 64
      5.2.2 Explanation 66
      5.2.3 Alternative 68
      5.2.4 Others 68
      5.2.5 Combination 69
      5.3 Cross-cultural Conceptions and Attitudes 71
      5.3.1 Politeness and the Notion of Face 71
      5.3.2 High and Low Pragmatic Context 73
      5.3.3 Jenny Thomas’ Cross-cultural Pragmatic
     Failure Theory 73
      5.3.4 Metapragmatic Awareness and Attitudes 75
      6. Conclusion 76
      6.1 Summary of the Study 76
      6.2 Pedagogical Implications for Teaching Pragmatics in an EFL Context 77
      6.3 Limitations and Suggestions for Future Research
      80
     References 82
     Appendixes
     Appendix A 93
     Appendix B 101		zh_TW
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0091951003en_US
dc.subject (關鍵詞) 語言行為zh_TW
dc.subject (關鍵詞) 拒絕策略zh_TW
dc.subject (關鍵詞) speech acten_US
dc.subject (關鍵詞) refusal strategyen_US
dc.title (題名) 拒絕策略：台灣國中生英語語言行為研究zh_TW
dc.title (題名) A Cross-cultural Study on the Refusal Behavior of the Junior High School Students in Taiwanen_US
dc.type (資料類型) thesisen
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