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題名 從跨文化角度分析台灣英語學習者之建議語行為
作者 林瑞瑀
Lin, Ruei Yu
貢獻者 余明忠
Yu, Ming Chung
林瑞瑀
Lin, Ruei Yu
關鍵詞 言語行為
禮貌理論
中介語用學
語用移轉
建議語行為
speech act
politeness theory
Interlanguage pragmatics
pragmatic transfer
suggestion behavior
日期 2008
上傳時間 19-Sep-2009 13:01:43 (UTC+8)
摘要 本研究旨在探討中美文化差異對於建議語行為的影響，並且進一步探究文化差異以及社會地位、人際熟悉度等情境因素如何影響台灣英語學習者的建議語行為。本研究的三組受試者分別為35位英語母語人士、35位中文母語人士、35位英文程度佳的台灣英語學習者。語料蒐集工具為言談情境填充問卷(DCT)。所蒐集的語料針對受試者的建議語策略使用來進行量化以及質化的分析。
研究結果顯示，中文組的建議語行為比英語組來的直接。而學習者組在建議語的策略使用上則近似於中文組，也表現出比英語組直接的建議語行為。這樣的結果很可能由中美文化的差異所導致。此外，台灣英語學習者的建議語行為受到了文化差異的影響，表現出來自於母語的語用移轉(pragmatic transfer)，除了語用移轉所造成的語用失敗(pragmatic failure)之外，研究者還發現兩項學習者在建議語使用上的語用失敗，分別是：教學引起的誘發性錯誤(teaching-induced errors)，以及使用過多文字(waffle phenomenon)。有鑑於這些語用失敗，本研究提出兩點教學上的啟示。一、語言教師必須引導學生瞭解文化差異對於跨文化溝通的影響。二、語言教師以及教材編者必須提供充足的語境訊息(contextual information)以教導英語學習者如何適宜地的表達。
The present study aimed to explore the cross-cultural differences between the suggestion behaviors by Chinese and Americans, and further investigated how the differences affect Taiwanese EFL learners’ interlanguage suggestion under two social variables. Three groups of participants were concerned in this study. They were 35 native speakers of American English, 35 native speakers of Mandarin Chinese and 35 Taiwanese EFL learners. The data were collected by written DCT elicitation questionnaire. Participants’ responses were analyzed both quantitatively and qualitatively to see how the three groups of participants employed the suggestion head act strategy, hedging devices, supportive moves and suggestion patterns.
The results showed that the Chinese group was more direct than the American group. Besides, the learner group approximated the Chinese group and thus also employed more direct suggestion patterns and strategies than the American group did.
This may be possibly due to the cultural differences between the Chinese and the American culture. This study also found that the EFL learners transferred both their native socio-cultural norms and pragmalinguistic conventions into their suggestion behaviors. In addition to pragmatic transfer, two more pragmatic failures were found; they were teaching-induced errors and the waffle phenomenon. With regard to these failures, this study suggested that language teachers should make learners aware of the importance of cultural differences in cross-cultural communication. Besides, teachers and language materials designers should provide as much contextual information as possible so that learners can learn the appropriate form or structure for its corresponding function.
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描述 碩士
國立政治大學
英國語文學研究所
94551022
97
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0094551022
資料類型 thesis
dc.contributor.advisor 余明忠zh_TW
dc.contributor.advisor Yu, Ming Chungen_US
dc.contributor.author (Authors) 林瑞瑀zh_TW
dc.contributor.author (Authors) Lin, Ruei Yuen_US
dc.creator (作者) 林瑞瑀zh_TW
dc.creator (作者) Lin, Ruei Yuen_US
dc.date (日期) 2008en_US
dc.date.accessioned 19-Sep-2009 13:01:43 (UTC+8)-
dc.date.available 19-Sep-2009 13:01:43 (UTC+8)-
dc.date.issued (上傳時間) 19-Sep-2009 13:01:43 (UTC+8)-
dc.identifier (Other Identifiers) G0094551022en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/37279-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學研究所zh_TW
dc.description (描述) 94551022zh_TW
dc.description (描述) 97zh_TW
dc.description.abstract (摘要) 本研究旨在探討中美文化差異對於建議語行為的影響，並且進一步探究文化差異以及社會地位、人際熟悉度等情境因素如何影響台灣英語學習者的建議語行為。本研究的三組受試者分別為35位英語母語人士、35位中文母語人士、35位英文程度佳的台灣英語學習者。語料蒐集工具為言談情境填充問卷(DCT)。所蒐集的語料針對受試者的建議語策略使用來進行量化以及質化的分析。
研究結果顯示，中文組的建議語行為比英語組來的直接。而學習者組在建議語的策略使用上則近似於中文組，也表現出比英語組直接的建議語行為。這樣的結果很可能由中美文化的差異所導致。此外，台灣英語學習者的建議語行為受到了文化差異的影響，表現出來自於母語的語用移轉(pragmatic transfer)，除了語用移轉所造成的語用失敗(pragmatic failure)之外，研究者還發現兩項學習者在建議語使用上的語用失敗，分別是：教學引起的誘發性錯誤(teaching-induced errors)，以及使用過多文字(waffle phenomenon)。有鑑於這些語用失敗，本研究提出兩點教學上的啟示。一、語言教師必須引導學生瞭解文化差異對於跨文化溝通的影響。二、語言教師以及教材編者必須提供充足的語境訊息(contextual information)以教導英語學習者如何適宜地的表達。		zh_TW
dc.description.abstract (摘要) The present study aimed to explore the cross-cultural differences between the suggestion behaviors by Chinese and Americans, and further investigated how the differences affect Taiwanese EFL learners’ interlanguage suggestion under two social variables. Three groups of participants were concerned in this study. They were 35 native speakers of American English, 35 native speakers of Mandarin Chinese and 35 Taiwanese EFL learners. The data were collected by written DCT elicitation questionnaire. Participants’ responses were analyzed both quantitatively and qualitatively to see how the three groups of participants employed the suggestion head act strategy, hedging devices, supportive moves and suggestion patterns.
The results showed that the Chinese group was more direct than the American group. Besides, the learner group approximated the Chinese group and thus also employed more direct suggestion patterns and strategies than the American group did.
This may be possibly due to the cultural differences between the Chinese and the American culture. This study also found that the EFL learners transferred both their native socio-cultural norms and pragmalinguistic conventions into their suggestion behaviors. In addition to pragmatic transfer, two more pragmatic failures were found; they were teaching-induced errors and the waffle phenomenon. With regard to these failures, this study suggested that language teachers should make learners aware of the importance of cultural differences in cross-cultural communication. Besides, teachers and language materials designers should provide as much contextual information as possible so that learners can learn the appropriate form or structure for its corresponding function.		en_US
dc.description.tableofcontents Acknowledgement……………………………………………………………………iii
Chinese Abstract……………………………………………………………………...ix
English Abstract……………………………………………………………………….x
Chapter
1. Introduction…………………………………………………………………1
Background……………………………………………………………….1
Purpose of the Study…………………………………....…………………...4
2. Literature Review……….…………………………………………………5
Speech Act Theory……………………….…………………………………5
Austin……………………………………………………………………6
Searle……………………………………………………………………6
Politeness Theory……………………………..…………………………….9
Cooperative Principle and Politeness Principle…….…………………...10
Brown and Levinson’s Politeness Framework…………………………13
Politeness in Chinese Society…………………………………………..15
Cultural Differences in Politeness……………………………………...17
Individualism and collectivism………………………….…………...17
Politeness and directness…………………………………………….18
Interlanguage Pragmatics………………….………………………………19
Pragmatic Transfer……………………………………………………...20
The Speech Act of Suggestion…….………………………………………22
Suggestion Behavior in American and Chinese Society………………..23
Related Studies on the Speech Act of Suggestion………………………24
Summary…………………………………………………………………..27
3. Methodology....……………………………………………………………….28
Participants………………………………………………………………...28
Instrument………………………………………………………………….31
Procedure…………………………………………………………………..35
Data Analysis………………………………………………………………36
Coding Scheme…………………………………………………………36
Alerter………………………………………………………………..36
Head act strategy……………………………….………………….…37
Supportive moves……………………………………………………39
Quantitative Analysis …………………………………………………..41
Qualitative Analysis…………………………………………………….42
Reliability of Coding ……………………………………………………..43
4. Results.……………………………………………………………………...44
Quantitative Analysis………………….…………………………………..44
Alerter…………………………………………………………………..44
Head Act Strategy………………….……………………………………46
Overall head act strategy use…………………………………………47
Social factors………………….……………………………………...48
Hedging Devices………………………………………………………..56
Supportive Moves………………………………………………………57
Overall use of supportive moves……………………………………58
Pre-posed and post-posed supportive moves……………….………..60
Qualitative Analysis……………………………………………………….61
Head Act Strategy……………………………………………………….61
Hedging Devices………………………………………………………..66
Supportive Moves………………….………...…………………………69
5. Discussion……………………………………………………………………72
Comparison with the Findings of Previous Studies……………………….72
Influences of Cultural Differences………………………………………...76
Familiarity and Social Status………………………………………………81
Interlanguage Suggestion of Taiwanese EFL Learners……….…………...83
Pragmatic Transfer……………………………………………………...84
Pragmalinguistic failure……………………………………………...84
Sociopragmatic failure……………………………………………….87
Waffle phenomenon………...……..…………………………………….88
6. Conclusion……………………………………………………………………90
Summary of the Major Findings………………….……………………….90
Pedagogical Implications………...……………………………………...94
Limitation of the Present Study……………………………………………96
Suggestions for Future Studies……………………….……….…………...97
References……………………………………………………………………………99
Appendixes………………………………………………………………………...110
Appendix A: Background Information Questionnaire of English Version…….110
Appendix B: Background Information Questionnaire of Chinese Version……111
Appendix C: DCT Questionnaire of English version.…………………………112
Appendix D: DCT Questionnaire of Chinese version…………………………115		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/#G0094551022en_US
dc.subject (關鍵詞) 言語行為zh_TW
dc.subject (關鍵詞) 禮貌理論zh_TW
dc.subject (關鍵詞) 中介語用學zh_TW
dc.subject (關鍵詞) 語用移轉zh_TW
dc.subject (關鍵詞) 建議語行為zh_TW
dc.subject (關鍵詞) speech acten_US
dc.subject (關鍵詞) politeness theoryen_US
dc.subject (關鍵詞) Interlanguage pragmaticsen_US
dc.subject (關鍵詞) pragmatic transferen_US
dc.subject (關鍵詞) suggestion behavioren_US
dc.title (題名) 從跨文化角度分析台灣英語學習者之建議語行為zh_TW
dc.type (資料類型) thesisen
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