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題名 台灣EFL學生回應間接抱怨的研究
A Study on Taiwanese EFL Learners’ Responses to Indirect Complaints
作者 翁淑玟
Ang, Suwen
貢獻者 余明忠
Yu, Ming Chung
翁淑玟
Ang, Suwen
關鍵詞 語用
間接抱怨的回應
pragmatics
response to indirect complaints
日期 2011
上傳時間 1-四月-2014 11:24:30 (UTC+8)
摘要 本研究主要在探討台灣的大學裡的英語學習者（EFL）在學習英文到全民英檢中級以上的程度後，面對間接抱怨的語言行為所採取的回應對策狀況。對照同樣情況下，以英文為母語的美國大學生，和以中文為母語的台灣大學生所採取行的行為回應，了解文化是否會在語言學習過程中影響語言學習者的語言行為表現。研究者探索其語言表現，希望提供語言教育者課程設計的參考。研究的三組受試人分別為40位英語學習程度佳的台灣大學生，40位以英語為母語的美國大學生，以及40位以中文為母語且以中文為學習主要媒介的台灣的大學生。蒐集語言資料的工具是語言言談情境問卷（Discourse Completion Task，簡稱DTC），依照收集到的語言資料進行分析。研究結果顯示：三組回應間接報怨的表現習慣有很大的差異，台灣組的表現較為樂觀積極，會營造輕鬆的氣氛並提醒繼續下一個生活步驟。美國組則謹慎小心，較會以了解與提供事實解釋來安慰抱怨者。英語學習者回應的行為看起來好像與美國人的採用的行為對策類似，但受到本身文化的影響，學習者在文字表達，有語用轉移的現象，即語言學習者與台灣組在面對間接抱怨時所採用的用字及表達較為接近。
This study investigated Taiwanese university students’ response strategies to indirect complaints in English. The response differences were compared among those of native American English speakers and those of Mandarin Chinese speakers. Participants in the study were 40 learners of English living in Taiwan, 40 native speakers of American English living in the United States and 40 native speakers of Mandarin Chinese living in Taiwan. The learners of English as a foreign language (EFL) were with an intermediate to high intermediate English proficiency level. By comparing and contrasting the data collected from native speakers of American English living in the United States and native speakers of Mandarin Chinese living in Taiwan, we found the results informative for English course designers in Taiwan. The instrument used in the study was Discourse Completion Task (DCT). Based on the collected data, the researcher performed both qualitative and quantitative analysis and concluded that the three groups responded significantly differently toward indirect complaints. Taiwanese tended to give advice to their interlocutors and they liked to maintain convivial atmosphere in communication. Americans commiserated their interlocutors mainly based on facts and sympathy. EFL learners were found to bear great similarity with Americans in strategy taking when responding to indirect complaints, but if comparisons were made on the actual wordings used by the three groups, the wordings that the EFL learners used resembled Taiwanese group’s preferences which might be a result of cultural influence.
參考文獻 Austin, J. L. (1962). How to do things with words. Cambridge, MA: Harvard University Press.
Baba, J. (1999). Interlanguage pragmatics: compliment responses by learners of Japanese and English as a second language. Newcastle: Lincom Europa.
Beebe, L. M. and Martha C. Cummings, (1996). Natural speech act data versus written questionnaire data: How data collection method affects speech act performance. In S. M. Gass and N. Joyce (Eds.), Speech acts across cultures: Challenges to communication in a second language (pp. 65-86). Berlin: Mouton de Gruyter.
Beebe, L. M., & Takahashi, T. (1989). Sociolinguistic variation in face-threatening speech acts: Chastisement and disagreement. In M. R. Eisenstein (Ed.), The Dynamic Interlanguage: Empirical studies in second language variation
(pp. 199-218). New York: Plenum Press.
Beebe, L. M., Takahashi, T., & Uliss-Weltz, R. (1990). Pragmatic transfer in ESL
refusal. In R. C. Scarcella. E. S. Andersen, & S.D. Krashen (Eds.), Developing
communicative competence in a second language (pp. 37-70). Boston: Heinle & Heinle Publishers.
Blum-Kulka, S. (1982). Learning to say what you mean in a second language: A study of the speech act performance of learners of Hebrew as a second language, Applied Lingusitics, 3, 29-59.
Blum-Kulka, and E. Olshtain (1984). Requests and apologies: A cross-cultural study of speech act realization patterns(CCSARP), Applied Linguistics, 5, 196-212.
Blum-Kulka, S., House, J., & Kapser, G. (1989). Cross-cultural pragmatics: Requests and apologies. Norwood, NJ: Ablex.
Boxer, D. (1989). Building rapport through indirect complaints: Implications for
Language Learning. Working Papers in Educational Linguistics, 5(2), 28-42.


Boxer, D. (1993a). Social distance and speech behavior: The case of indirect complaints. Journal of Pragmatics, 19(2), 103-125.
Boxer, D. (1993b). Complaining and commiserating: a speech act view of solidarity in spoken American English. New York: Peter Lang Publishing, Inc.
Brown, P. and S. C. Levinson (1987). Politeness. Some universals in language usage. Cambridge: Cambridge University Press.
Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge, MASS.: The MIT Press.
Cohen, A. D., Olshtain, E., & Rosenstein, D. S. (1986). Advanced EFL apologies: What remains to be learned. International Journal of the Sociology of Language, 62, 51-74.
Cohen, A. D., & Olshtain, E. (1994). Researching the production of second-language speech acts. In E. E. Tarone & S. M. Gass & A. D. Cohen (Eds.), Research methodology in second-language acquisition (pp. 143-156). USA: Lawrence Erlbaum Associates, Inc.
Cohen, A. D. (1996). Speech acts. In S. L. McKay & N. H. Hornberger (Eds.), Sociolinguistic and language teaching (pp. 383-420). Cambridge: Cambridge University Press.
Du, J. S. (1995). Performance of face-threatening acts in Chinese: Complaining, giving bad news, and disagreeing. In G. Kasper, & Y. Zhang (Eds.), Pragmatics of Chinese as native and target language (pp. 165-206). Honolulu: University of Hawaii Press.
Edmondson, W., & House, A. J. (1991). Do learners talk too much? The waffle phenomenon in interlanguage pragmatics. In R. Phillipson, E. Kellerman, L. Selinker, M. Sharwood, & M. Swain (Eds.), Foreign/Second language pedagogy research: A communicative volume for Claus Faerch (pp. 273-287). Philadelphia: Multilingual Matters Ltd.
Giles, Howard. (1979). Ethnicity markers in speech. In K. R. Scherer, H. Giles (Eds.), Social Markers in Speech (pp.251-289). Cambridge: Cambridge University Press.
Goffman, E. (1967). Interactional ritual: Essays of face-to-face behavior. New York: Anchor Books.

Grice, H.P. (1975). Logic and conversation. In Cole, P. & Morgan, J. (Eds.), Syntax and Semantics 3: Speech Acts (pp.187-210). New York: Academic Press.
Gu, Y. (1990). Politeness phenomena in modern Chinese. Journal of Pragmatics, 14(2), 237-257.
Hinkel, E. (1994). Appropriateness of advice as L2 solidarity strategy. RELC Journal, 25(2), 71-93.
Hirouchi, H. (2002). Pragmalinguistic differences in responses to indirect complaints: Comparing Japanese and Australian parents and Children. Japanese Language and Culture, 28, 79-93.
Hofstede, G. (1991). Cultures and organizations: Software of the mind. London, McGraw-Hill.
House, J. (1996). Developing pragmatic fluency in English as a foreign language. Studies in Second Language Acquisition, 18(2), 225-252.
Huth, T., & Taleghami-Nikazm, C. (2006). How can insights from conversation analysis be directly applied to teaching L2 pragmatics? Language Teaching Research, 10(1), 1-27.
Hymes, D. (1972). On communicative competence. In J.B. Pride (Ed.), Socilinguistics (pp.269-293), Harmondsworth: Penguin.
Hymes, D. H. (1962). The ethnography of speaking. In T. Gladwin and W. C. Sturtevant (Eds.), Anthropology and Human Behavior (pp. 13–53). Washington, DC: The Anthropology Society of Washington.
Kasper, G. (1982). Teaching-induced aspects of interlanguage discourse. Studies in Second Language Acquisition, 4, 99-113.
Kasper, G. (1996). Interlanguage pragmatics in SLA. Studies in Second Language Acquisition, 18, 145-148.
Kasper, G. & Schmidt, R. (1996). Developmental issues in interlanguage pragmatics. Studies in Second Language Acquisition, 18(2), 149-169.
Kasper, G. (1997). Can Pragmatic Competence Be Taught? (Network #6: http://www.lll.hawaii.edu/sltcc/F97NewsLetter/Pubs.htm), a paper delivered at the 1997 TESOL Convention.
Kasper, G., & Rose, K. R. (1999). Pragmatics and SLA. Annual Review of Applied Linguistics, 19, 81-104.

Kasper, G., & Rose, K. R. (2002). Pragmatic development in a second language. Oxford, UK: Blackwell.
Koike, D. (1996). Transfer of pragmatic competence and suggestions in Spanish foreign language learning. In S. M. Gass, & J. Neu (Eds.), Speech acts across cultures: Challenges to communication in a second language (pp.55-57). New York: Mouton de Guryter.
Leech, G. (1983). Principles of pragmatics. London: Longman.
Liao, Chao-Chin, and Mary J. Bresnahan, Lee, Cher-leng, (1997). Analysis of the
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Preisler, Bent (1986). Linguistic Sex Roles in Conversation. Berlin: Mouton de Gruyter..
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描述 碩士
國立政治大學
英語教學碩士在職專班
93951017
100
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0093951017
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) 翁淑玟zh_TW
dc.contributor.author (作者) Ang, Suwenen_US
dc.creator (作者) 翁淑玟zh_TW
dc.creator (作者) Ang, Suwenen_US
dc.date (日期) 2011en_US
dc.date.accessioned 1-四月-2014 11:24:30 (UTC+8)-
dc.date.available 1-四月-2014 11:24:30 (UTC+8)-
dc.date.issued (上傳時間) 1-四月-2014 11:24:30 (UTC+8)-
dc.identifier (其他 識別碼) G0093951017en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/65125-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description (描述) 93951017zh_TW
dc.description (描述) 100zh_TW
dc.description.abstract (摘要) 本研究主要在探討台灣的大學裡的英語學習者（EFL）在學習英文到全民英檢中級以上的程度後，面對間接抱怨的語言行為所採取的回應對策狀況。對照同樣情況下，以英文為母語的美國大學生，和以中文為母語的台灣大學生所採取行的行為回應，了解文化是否會在語言學習過程中影響語言學習者的語言行為表現。研究者探索其語言表現，希望提供語言教育者課程設計的參考。研究的三組受試人分別為40位英語學習程度佳的台灣大學生，40位以英語為母語的美國大學生，以及40位以中文為母語且以中文為學習主要媒介的台灣的大學生。蒐集語言資料的工具是語言言談情境問卷（Discourse Completion Task，簡稱DTC），依照收集到的語言資料進行分析。研究結果顯示：三組回應間接報怨的表現習慣有很大的差異，台灣組的表現較為樂觀積極，會營造輕鬆的氣氛並提醒繼續下一個生活步驟。美國組則謹慎小心，較會以了解與提供事實解釋來安慰抱怨者。英語學習者回應的行為看起來好像與美國人的採用的行為對策類似，但受到本身文化的影響，學習者在文字表達，有語用轉移的現象，即語言學習者與台灣組在面對間接抱怨時所採用的用字及表達較為接近。zh_TW
dc.description.abstract (摘要) This study investigated Taiwanese university students’ response strategies to indirect complaints in English. The response differences were compared among those of native American English speakers and those of Mandarin Chinese speakers. Participants in the study were 40 learners of English living in Taiwan, 40 native speakers of American English living in the United States and 40 native speakers of Mandarin Chinese living in Taiwan. The learners of English as a foreign language (EFL) were with an intermediate to high intermediate English proficiency level. By comparing and contrasting the data collected from native speakers of American English living in the United States and native speakers of Mandarin Chinese living in Taiwan, we found the results informative for English course designers in Taiwan. The instrument used in the study was Discourse Completion Task (DCT). Based on the collected data, the researcher performed both qualitative and quantitative analysis and concluded that the three groups responded significantly differently toward indirect complaints. Taiwanese tended to give advice to their interlocutors and they liked to maintain convivial atmosphere in communication. Americans commiserated their interlocutors mainly based on facts and sympathy. EFL learners were found to bear great similarity with Americans in strategy taking when responding to indirect complaints, but if comparisons were made on the actual wordings used by the three groups, the wordings that the EFL learners used resembled Taiwanese group’s preferences which might be a result of cultural influence.en_US
dc.description.tableofcontents ACKNOWLEDGEMENTS IV
CHINESE ABSTRACT VIII
ENGLISH ABSTRACT VIII
CHAPTER ONE: INTRODUCTION 1
PURPOSE OF STUDY 3
SIGNIFICANCE OF THE STUDY 4
CHAPTER TWO: LITERATURE REVIEW 5
SPEECH ACT THEORY 5
COMMUNICATIVE COMPETENCE 7
BROWN AND LEVINSON’S POLITENESS FRAMEWORK 11
CULTURE DIFFERENCE 13
PRAGMATIC TRANSFER 14
THE SPEECH ACT OF COMPLAINTS 15
Previous Studies 15
VARIABLES OF INDIRECT COMPLAINTS 16
Theme 16
Social status 17
Social Distance 17
Gender Differences 18
RESEARCH QUESTIONS 18
CHAPTER THREE: METHODOLOGY 19
PARTICIPANTS 19
Targeted EFL Group 19
Cultural Baseline Groups 23
HIGH INTERNAL VALIDITY 24
INSTRUMENTS 24
Discourse Completion Task (DCT) questionnaire 25
Questionnaire design 26
Categorization of the strategy used 29
PROCEDURES 33
Data Collection and Coding Scheme 33
Data analysis 34
CHAPTER FOUR: RESULTS AND FINDINGS 45
THE QUANTITATIVE ANALYSIS 45
Statistical Analysis 47
CHAPTER FIVE: DISCUSSION 73
CONTRAST AND COMPARISON WITH THE FINDINGS IN PREVIOUS STUDIES 73
Take a Closer Look 75
THE NATIVE GROUPS 78
EFL GROUP 79
A Contrast with Bulge Theory 79
CHAPTER SIX: CONCLUSION 87
SUMMARY OF THIS STUDY 87
PEDAGOGICAL IMPLICATION 88
LIMITATIONS 88
RECOMMENDATIONS FOR FUTURE STUDY 89
REFERENCES 90
APPENDIX A 96
APPENDIX B 108
APPENDIX C 120		zh_TW
dc.format.extent 1881266 bytes-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0093951017en_US
dc.subject (關鍵詞) 語用zh_TW
dc.subject (關鍵詞) 間接抱怨的回應zh_TW
dc.subject (關鍵詞) pragmaticsen_US
dc.subject (關鍵詞) response to indirect complaintsen_US
dc.title (題名) 台灣EFL學生回應間接抱怨的研究zh_TW
dc.title (題名) A Study on Taiwanese EFL Learners’ Responses to Indirect Complaintsen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Austin, J. L. (1962). How to do things with words. Cambridge, MA: Harvard University Press.
Baba, J. (1999). Interlanguage pragmatics: compliment responses by learners of Japanese and English as a second language. Newcastle: Lincom Europa.
Beebe, L. M. and Martha C. Cummings, (1996). Natural speech act data versus written questionnaire data: How data collection method affects speech act performance. In S. M. Gass and N. Joyce (Eds.), Speech acts across cultures: Challenges to communication in a second language (pp. 65-86). Berlin: Mouton de Gruyter.
Beebe, L. M., & Takahashi, T. (1989). Sociolinguistic variation in face-threatening speech acts: Chastisement and disagreement. In M. R. Eisenstein (Ed.), The Dynamic Interlanguage: Empirical studies in second language variation
(pp. 199-218). New York: Plenum Press.
Beebe, L. M., Takahashi, T., & Uliss-Weltz, R. (1990). Pragmatic transfer in ESL
refusal. In R. C. Scarcella. E. S. Andersen, & S.D. Krashen (Eds.), Developing
communicative competence in a second language (pp. 37-70). Boston: Heinle & Heinle Publishers.
Blum-Kulka, S. (1982). Learning to say what you mean in a second language: A study of the speech act performance of learners of Hebrew as a second language, Applied Lingusitics, 3, 29-59.
Blum-Kulka, and E. Olshtain (1984). Requests and apologies: A cross-cultural study of speech act realization patterns(CCSARP), Applied Linguistics, 5, 196-212.
Blum-Kulka, S., House, J., & Kapser, G. (1989). Cross-cultural pragmatics: Requests and apologies. Norwood, NJ: Ablex.
Boxer, D. (1989). Building rapport through indirect complaints: Implications for
Language Learning. Working Papers in Educational Linguistics, 5(2), 28-42.


Boxer, D. (1993a). Social distance and speech behavior: The case of indirect complaints. Journal of Pragmatics, 19(2), 103-125.
Boxer, D. (1993b). Complaining and commiserating: a speech act view of solidarity in spoken American English. New York: Peter Lang Publishing, Inc.
Brown, P. and S. C. Levinson (1987). Politeness. Some universals in language usage. Cambridge: Cambridge University Press.
Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge, MASS.: The MIT Press.
Cohen, A. D., Olshtain, E., & Rosenstein, D. S. (1986). Advanced EFL apologies: What remains to be learned. International Journal of the Sociology of Language, 62, 51-74.
Cohen, A. D., & Olshtain, E. (1994). Researching the production of second-language speech acts. In E. E. Tarone & S. M. Gass & A. D. Cohen (Eds.), Research methodology in second-language acquisition (pp. 143-156). USA: Lawrence Erlbaum Associates, Inc.
Cohen, A. D. (1996). Speech acts. In S. L. McKay & N. H. Hornberger (Eds.), Sociolinguistic and language teaching (pp. 383-420). Cambridge: Cambridge University Press.
Du, J. S. (1995). Performance of face-threatening acts in Chinese: Complaining, giving bad news, and disagreeing. In G. Kasper, & Y. Zhang (Eds.), Pragmatics of Chinese as native and target language (pp. 165-206). Honolulu: University of Hawaii Press.
Edmondson, W., & House, A. J. (1991). Do learners talk too much? The waffle phenomenon in interlanguage pragmatics. In R. Phillipson, E. Kellerman, L. Selinker, M. Sharwood, & M. Swain (Eds.), Foreign/Second language pedagogy research: A communicative volume for Claus Faerch (pp. 273-287). Philadelphia: Multilingual Matters Ltd.
Giles, Howard. (1979). Ethnicity markers in speech. In K. R. Scherer, H. Giles (Eds.), Social Markers in Speech (pp.251-289). Cambridge: Cambridge University Press.
Goffman, E. (1967). Interactional ritual: Essays of face-to-face behavior. New York: Anchor Books.

Grice, H.P. (1975). Logic and conversation. In Cole, P. & Morgan, J. (Eds.), Syntax and Semantics 3: Speech Acts (pp.187-210). New York: Academic Press.
Gu, Y. (1990). Politeness phenomena in modern Chinese. Journal of Pragmatics, 14(2), 237-257.
Hinkel, E. (1994). Appropriateness of advice as L2 solidarity strategy. RELC Journal, 25(2), 71-93.
Hirouchi, H. (2002). Pragmalinguistic differences in responses to indirect complaints: Comparing Japanese and Australian parents and Children. Japanese Language and Culture, 28, 79-93.
Hofstede, G. (1991). Cultures and organizations: Software of the mind. London, McGraw-Hill.
House, J. (1996). Developing pragmatic fluency in English as a foreign language. Studies in Second Language Acquisition, 18(2), 225-252.
Huth, T., & Taleghami-Nikazm, C. (2006). How can insights from conversation analysis be directly applied to teaching L2 pragmatics? Language Teaching Research, 10(1), 1-27.
Hymes, D. (1972). On communicative competence. In J.B. Pride (Ed.), Socilinguistics (pp.269-293), Harmondsworth: Penguin.
Hymes, D. H. (1962). The ethnography of speaking. In T. Gladwin and W. C. Sturtevant (Eds.), Anthropology and Human Behavior (pp. 13–53). Washington, DC: The Anthropology Society of Washington.
Kasper, G. (1982). Teaching-induced aspects of interlanguage discourse. Studies in Second Language Acquisition, 4, 99-113.
Kasper, G. (1996). Interlanguage pragmatics in SLA. Studies in Second Language Acquisition, 18, 145-148.
Kasper, G. & Schmidt, R. (1996). Developmental issues in interlanguage pragmatics. Studies in Second Language Acquisition, 18(2), 149-169.
Kasper, G. (1997). Can Pragmatic Competence Be Taught? (Network #6: http://www.lll.hawaii.edu/sltcc/F97NewsLetter/Pubs.htm), a paper delivered at the 1997 TESOL Convention.
Kasper, G., & Rose, K. R. (1999). Pragmatics and SLA. Annual Review of Applied Linguistics, 19, 81-104.

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