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題名 臺灣高中英語教師與外籍教師祈令語使用之比較
A Cross-cultural Comparison of Directive Speech Acts between Native and Nonnative English Teachers of Senior High Schools in Taiwan
作者 張嘉祝
貢獻者 余明忠
張嘉祝
關鍵詞 語言行為
祈令語
中外籍教師
Speech Act
Directive Speech Act
Native and Nonnative Teachers
日期 2007
上傳時間 17-Sep-2009 16:36:28 (UTC+8)
摘要 語用能力是語言習得成功重要的一環，但在臺灣高中的英語教學中卻未受到重視。教師的語言行為對於學生在語用和文化價值觀方面有很大的影響，所以檢視英語教師和外籍教師在語言行為是否有相似的策略有其必要性。本文著重在高中英語教師和外籍教師祈令語使用之比較，以瞭解臺灣英語教師的語言行為策略之使用和外籍教師有何異同，並進一步探討文化對語言行為之影響。
     本研究利用語文完成測驗問卷(Discourse Completion Task Questionnaire)收集受試者之語料，共有50位本國籍及30位外籍高中英語教師參與研究。問卷資料主要以卡方檢定(Chi-square)，並輔以質性分析兩組受試者之回答。
     研究結果指出兩組受試者均使用最多非傳統間接策略(non-conventionally indirect strategies)；但是，本國籍英語教師比外籍教師採用更多直接策略(direct strategies)，外籍教師則比本國籍教師常使用其他策略(other strategies)，例如接受學生的行為或私下約談處理。本研究證實文化的確在語言行為中扮演重要角色，更建議中外籍英語教師均有責任教導學生正確的語用知識，以協助他們在不同情境中和他人成功地溝通。
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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
94951008
96
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0094951008
資料類型 thesis
dc.contributor.advisor 余明忠zh_TW
dc.contributor.author (Authors) 張嘉祝zh_TW
dc.creator (作者) 張嘉祝zh_TW
dc.date (日期) 2007en_US
dc.date.accessioned 17-Sep-2009 16:36:28 (UTC+8)-
dc.date.available 17-Sep-2009 16:36:28 (UTC+8)-
dc.date.issued (上傳時間) 17-Sep-2009 16:36:28 (UTC+8)-
dc.identifier (Other Identifiers) G0094951008en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/33442-
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) 94951008zh_TW
dc.description (描述) 96zh_TW
dc.description.abstract (摘要) 語用能力是語言習得成功重要的一環，但在臺灣高中的英語教學中卻未受到重視。教師的語言行為對於學生在語用和文化價值觀方面有很大的影響，所以檢視英語教師和外籍教師在語言行為是否有相似的策略有其必要性。本文著重在高中英語教師和外籍教師祈令語使用之比較，以瞭解臺灣英語教師的語言行為策略之使用和外籍教師有何異同，並進一步探討文化對語言行為之影響。
     本研究利用語文完成測驗問卷(Discourse Completion Task Questionnaire)收集受試者之語料，共有50位本國籍及30位外籍高中英語教師參與研究。問卷資料主要以卡方檢定(Chi-square)，並輔以質性分析兩組受試者之回答。
     研究結果指出兩組受試者均使用最多非傳統間接策略(non-conventionally indirect strategies)；但是，本國籍英語教師比外籍教師採用更多直接策略(direct strategies)，外籍教師則比本國籍教師常使用其他策略(other strategies)，例如接受學生的行為或私下約談處理。本研究證實文化的確在語言行為中扮演重要角色，更建議中外籍英語教師均有責任教導學生正確的語用知識，以協助他們在不同情境中和他人成功地溝通。		zh_TW
dc.description.tableofcontents Acknowledgements....................................................................................... iii
     Chinese Abstract........................................................................................ viii
     English Abstract........................................................................................... ix
     Chapter
      1. Introduction........................................................................................1
      Background....................................................................................1
      Motivation......................................................................................2
      Purpose of the Study......................................................................5
      2. Literature Review..............................................................................6
      Speech Act Theory........................................................................6
      Politeness Theory..........................................................................9
      Speech Act Universality versus Culture-specificity………….....10
     Politeness in Collectivistic and Individualistic Culture....…........11
      Notion of Face......................................................................12
      Face in Chinese and American Culture……………………14
      Face-threatening Acts...........................................................15
     Directive Speech Acts..................................................................16
     Teacher Talk.................................................................................17
     Native and Nonnative Teachers....................................................18
     Teacher Directives........................................................................21
     Research Questions.......................................................................22
     Hypotheses....................................................................................22
      3. Method...............................................................................................23
     Participants.....................................................................................23 Materials.........................................................................................24
      Discourse Completion Task Questionnaire……………...….24
      Validity...................................................................................25
      Scaled Response Questionnaire…...…………………...……25
      Background Information Survey………………………...…..26
      Questionnaire Design…………………………...……..….…26
     Procedures.......................................................................................28
      Pilot Testing............................................................................28
      Data Collection.......................................................................29
      Coding Scheme.......................................................................29
      Data Analysis..........................................................................35
      4. Results.................................................................................................37
      Overall Distribution of Main Strategies..........................................37
      Results of Scaled Response Questionnaire….................................42
     Comparison of supportive moves and small talk………………....42
      Qualitative Analysis........................................................................45
      5. Discussion...........................................................................................48
      Overall Comparison with Previous Studies....................................48
      Universality versus Culture-specificity………………………..….49
      Cultural Norms in Chinese and American Society………………...50
      Collectivism versus Individualism……...............................….51
      Concepts of Politeness and Face…………………………...…53
      Teacher Roles in Classrooms…...……................................… 55
      Indirectness in Chinese.............................................................56
      Native versus Nonnative Teachers. .........................…….……...…58
      Pragmatic Competence and Directive Strategies………….…59
     Acculturation of Native Teachers............................................60
     6. Conclusion...........................................................................................62
      Summary of the Major Findings………………..............................62
      Implications of the Study.................................................................63
      Limitations.......................................................................................65
     Recommendations for Further Research..........................................66
     References........................................................................................................68
     Appendix..........................................................................................................84		zh_TW
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dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0094951008en_US
dc.subject (關鍵詞) 語言行為zh_TW
dc.subject (關鍵詞) 祈令語zh_TW
dc.subject (關鍵詞) 中外籍教師zh_TW
dc.subject (關鍵詞) Speech Acten_US
dc.subject (關鍵詞) Directive Speech Acten_US
dc.subject (關鍵詞) Native and Nonnative Teachersen_US
dc.title (題名) 臺灣高中英語教師與外籍教師祈令語使用之比較zh_TW
dc.title (題名) A Cross-cultural Comparison of Directive Speech Acts between Native and Nonnative English Teachers of Senior High Schools in Taiwanen_US
dc.type (資料類型) thesisen
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