政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/65125
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  全文笔数/总笔数 : 113451/144438 (79%)
造访人次 : 51326254      在线人数 : 840
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜寻范围 查询小技巧：
  • 您可在西文检索词汇前后加上"双引号"，以获取较精准的检索结果
  • 若欲以作者姓名搜寻，建议至进阶搜寻限定作者字段，可获得较完整数据
    •  进阶搜寻


    请使用永久网址来引用或连结此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/65125


    题名: 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
    贡献者: 余明忠
    Yu, Ming Chung
    翁淑玟
    Ang, Suwen
    关键词: 語用
    間接抱怨的回應
    pragmatics
    response to indirect complaints
    日期: 2011
    上传时间: 2014-04-01 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
    Head of the Directive Speech Act: American, Singaporean and Taiwanese
    English. Studies in English Language and Literature, 2, 47-66.
    Lii-Shih, Y. E. (1994). Conversational politeness and foreign language teaching.
    Taipei, Taiwan: Crane.
    Mao, L. R. (1994). Beyond politeness theory: Face revisited and renewed. Journal of
    Pragmatics, 21(5), 451-486.
    Preisler, Bent (1986). Linguistic Sex Roles in Conversation. Berlin: Mouton de Gruyter..
    Rose, K. R. (1992). Method and scope in cross-cultural speech act research: A contrastive study of requests in Japanese and English. (Unpublished doctoral dissertation). University of Illinois, Urbana-Champaign.
    Scollon, R., & Scollon, S. W. (1995). Intercultural communication: A discourse approach. Cambridge, MA: Blackwell.
    Searle, John R. (1969). Speech Acts: An essay in the philosophy of language. Cambridge: Cambridge University Press.
    Searle, John R. (1975). Indirect speech acts. In Peter Cole & Jerry L. Morgan (Eds.), Syntax and semantics Vol. 3: Speech acts (pp. 59-82). New York: Academic Press.
    Searle, John R. (1979). Expression and meaning. Cambridge: Cambridge University Press.
    Sperber, D. & Wilson, D. (1986). Relevance: Communication and Cognition. Oxford: Blackwell.
    Thomas, J. (1983). Cross-cultural pragmatic failure. Applied Linguistics, 4, 91-112.
    Thomas, J. (1995). Meaning in interaction: an introduction to pragmatics. New York: Longman.
    Ting-Toomey, S. (1994). Managing intercultural conflicts effectively. In R. E. Porter, & L. A. Samovar (Eds.), Intercultural communication: A reader(pp.4-26). Belmont, CA: Wadsworth.
    Wikins, D. A. (1976). National Syllabuses. London: Oxford University Press.
    Wolfson, N. (1988). The Bulge: A theory of speech behavior and social distance. In J. Fine (Ed.), Second Language Discourse: a textbook of current research (pp. 21-38). Norwood, N.J.: Ablex.
    Woods, Nicola (1989). Talking shop: sex and status as determinants of floor apportionment in a work setting. In Coates, Jennifer, and Cameron, Deborah (Eds.), Women in their Speech Communities (pp. 141-57). London: Longman.
    Yamashita, S. O. (1997). Self-assessment and roleplay methods of measuring cross-cultural pragmatics. In L. F. Bouton (Ed.), Pragmatics and Language Leaerning, Vol. 8 (pp. 129-162). Urbana, IL: Division of English as an International Language, Intensive English Institute, University of Illinois at Urbana-Champaign.
    Yu, Kuang-hsiung. (1996). Pragmatics and teaching English as a foreign language. Studies in Language Teaching, Linguistics, and Literature, 2, 1-14.
    Yu, M.C. (1997). Interlanguage pragmatics: Cross-cultural investigation of the requestive behavior of Chinese learners of English. (Unpublished qualifying paper). Harvard University, Cambridge.
    Yu, M.C. (1999). Cross-cultural and interlanguage pragmatics: Developing communicative competence in a second language. (Unpublished doctoral dissertation). Harvard University, Cambridge.
    Yu, M.C. (2003). On the universality of face: Evidence from Chinese compliments response behavior. Journal of Pragmatics, 35, 1679-1710.
    Yu, M.C. (2004). Interlinguistic variation and similarity in second language speech act behavior. The Modern Language Journal, 88(1), 102-119.
    Yu, M.C. (2005). Sociolinguistic competence in the complimenting act of native Chinese and American English speakers: A mirror of cultural value. Language and Speech, 2005, 48(1), 91-119.
    Yu, M.C. (2011). Learning how to read situations and know what is right thing to say or do in an L2: A study of socio-cultural competence and language transfer. Journal of Pragmatics, 43, 1127-1147.
    Zegarac, V. & Pennington, M. C. (2000). Pragmatic transfer in intercultural communication. In H. Spencer-Oatey (Ed.), Culturally speaking: Managing rapport through talk across cultures (pp.145-164). New York: Continuum.
    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
    数据类型: thesis
    显示于类别:[英語教學碩士在職專班] 學位論文

    文件中的档案:

    档案 大小格式浏览次数
    101701.pdf1837KbAdobe PDF21067检视/开启


    在政大典藏中所有的数据项都受到原著作权保护.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 回馈