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博碩士論文 etd-0909108-121204 詳細資訊
Title page for etd-0909108-121204
論文名稱
Title
台灣學生「拒絕」語言行為之中介語研究
An Interlanguage Study of the Speech Act of Refusals Made by EFL Learners in Taiwan
系所名稱
Department
畢業學年期
Year, semester
語文別
Language
學位類別
Degree
頁數
Number of pages
178
研究生
Author
指導教授
Advisor
召集委員
Convenor
口試委員
Advisory Committee
口試日期
Date of Exam
2008-06-27
繳交日期
Date of Submission
2008-09-09
關鍵字
Keywords
拒絕、中介語、語言行為
interlanguage, speech act, refusals
統計
Statistics
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中文摘要
中介語研究中已有從不同文化與語言探討「拒絕中介語」(Interlanguage Refusals)的語言行為研究,但是卻少有研究探討學習英文為外語的台灣學生(Chinese EFL learners in Taiwan)在漢英拒絕中介語的表現。本研究即分別探討高低不同英語程度的台灣大學生在漢英拒絕中介語的認知(perception)和行為(performance)上的表現並比較其與兩組基準組,即以中文為母語的台灣大學生和以英文為母語的北美大學生之間的差異。本研究針對180位大學生(60位為英語學習者,60位為中文母語人士,60位為英語母語人士)以言談情境填充問卷(Discourse Completion Tasks)方式收集共3,543筆語料。依據Beebe et al (1990)的分析原則,將受試者使用之拒絕策略分為直接拒絕(direct refusals)、間接拒絕(indirect refusals)和拒絕附加語(adjuncts to refusals)。有關認知的研究結果顯示,當拒絕的時候,不論是中英文化背景的受試者,面子皆是主要的考量。然而,結果亦顯示跨文化的差異。在集體主義文化(collectivistic culture)的影響下,台灣學生對於我群(ingroups)和他群(outgroups)有明顯的區分。另一方面,美國學生則因受到個人主義文化(individualistic culture)的影響強調平等。在行為表現方面,雖然台灣和北美學生皆偏好使用間接拒絕勝於直接拒絕,且不論是基準組或是英語學習者皆採用相同的拒絕策略(refusal strategies),各組在策略的使用頻率以及各策略的實際表現則有所差異。此外,台灣學生和北美學生在修飾語(refusal modification)的使用上亦有所不同。再者,英語學習者的語言程度和其中介語語用能力呈現正相關(positive correlation)。然而,不同程度的英語學習者之間在拒絕中介語策略的使用亦顯現很大程度的差異。因此,為了在不同文化中能有適當的語言行為表現,建議未來的中介語研究應同時強調認知和行為表現的探討,以提供社會價值和其他動機因素之跨文化差異,幫助詮釋英語學習者對於語言行為的體認,並對「拒絕中介語」有更佳的理解。
Abstract
The interlanguage studies of the speech act of refusals have been conducted in a variety of cultures and languages while little attention has been paid to interlanguage refusals made by Chinese EFL learners in Taiwan. The present study investigated the perception and performance of the speech act of refusals made by Chinese EFL learners at high (EFL-Hs) and low (EFL-Ls) proficiency levels compared with two baseline groups, Chinese L1 (CL1s) and American English L1 (EL1s). Data used for analysis in the study consisted of 3,543 expressions of refusal elicited from Discourse Completion Tasks (DCTs) performed by 180 college students (60 Chinese EFL learners, 60 Chinese native speakers and 60 English native speakers in North America). Based on Beebe et al.’s coding system (1990), the refusal strategies were examined as direct refusals, indirect refusals, and adjuncts to refusals. Results revealed that when refusing, face is the major concern for speakers of the two cultures. However, cross-cultural differences were observed. Chinese L1 participants, under the influence of collectivistic culture value, distinguished ingroups and outgroups clearly. On the other hand, in English L1 group, equality is emphasized under the effect of individualistic cultural value. As to the performance of refusals, though both Chinese and English native speakers showed a preference for indirect refusals than direct refusals and the same range of refusal strategies were available for the four groups, the differences were observed in preference and frequency of use the refusal strategies, and also the content of the actual realization. Moreover, different ways of refusal modification were also favored by Chinese and English native speakers. Furthermore, results revealed a positive correlation between EFL learners’ English proficiency and their interlanguage pragmatic competence. However, there was still a high degree of interlanguage variation in the use of refusal strategies among the EFL groups. It is suggested that in order to perform speech acts appropriately in different cultures, both speakers’ perception and production should be emphasized in the future interlanguage researches, which would supply evidence of cross-cultural differences in social values and other motivating factors that could help interpret the EFL learners’ realization of speech acts and gain a better understanding of interlanguage speech act of refusals.
目次 Table of Contents
ABSTRACT II
ACKNOWLEDGEMENTS IV
LIST OF TABLES VIII
LIST OF FIGURES X
CHAPTER ONE INTRODUCTION 1
1.1. BACKGROUND 1
1.2. PURPOSES OF THE STUDY 4
1.3. ORGANIZATION OF THE THESIS 5
CHAPTER TWO LITERATURE REVIEW 6
2.1. THE CONCEPT OF POLITENESS 6
2.1.1. The Universality of Politeness 6
2.1.2. Collectivism vs. Individualism 10
2.3.1. Politeness and Contextual Factors 11
2.1.3. Being Polite or Impolite? 13
2.1.4. Chinese Concept of Politeness 14
2.2. PRAGMATIC TRANSFER AND THE PROFICIENCY 15
2.3. SPEECH ACT OF REFUSALS 17
2.3.1. Refusals in Different Cultures 17
2.3.2. Pragmatic Transfer 19
2.3.3. The Proficiency Effect on Interlanguage Refusals 23
2.3.4. Length of Residence and L2 Pragmatic Development 24
2.3.5. Linguistic Politeness and Refusals 25
2.3.6. Studies on Chinese Refusals 26
2.3.6.1. Refusals in Mandarin Chinese 26
2.3.6.2. Cross-cultural Comparison in Mandarin Chinese and American English 29
CHAPTER THREE METHOD 32
3.1. PARTICIPANTS 32
3.2. INSTRUMENT 33
3.3. PROCEDURE 37
3.4. CODING SYSTEM 37
3.4.1. Direct refusals 38
3.4.2. Indirect Strategies 42
3.4.3. Adjuncts to Refusals 48
3.5. DATA ANALYSIS 51
CHAPTER FOUR RESULTS AND DISCUSSION 52
4.1. PERCEPTION OF REFUSALS 52
4.1.1. Overall Tendency 53
4.1.2. Contextual Factors and the Perception of Refusals 58
4.1.2.1. The Judgment of Difficulty 58
4.1.2.2. The Judgment of Inappropriateness 65
4.1.3. Summary 77
4.2. PERFORMANCE OF REFUSALS 78
4.2.1. Overall Tendency 78
4.2.1.1. Six Types of Refusal Responses 82
4.2.1.2. Summary 85
4.2.2. Contextual Factors on the Types of Refusal Responses 85
4.2.2.1. Initial Acts 86
4.2.2.2. Social Distance 89
4.2.2.3. Social Status 93
4.2.2.4. Speaker Gender 97
4.2.2.5. Interlocutor Gender 99
4.2.2.6. Summary 101
4.2.3. Realization of Refusal Strategies 102
4.2.3.1. The Use of Direct Refusals 108
4.2.3.2. The Use of Indirect Refusals: Reason 115
4.2.3.3. The Use of Indirect Refusals: Statement of Regret 118
4.2.3.4. The Use of Indirect Refusals: Statement of Alternative 120
4.2.3.5. The Use of Indirect Refusals: Attempt to dissuade the interlocutor 122
4.2.3.6. Summary 124
4.2.4. Mitigation 125
4.2.4.1. Adjuncts to refusals 125
4.2.4.2. Lexical and Syntactical Mitigation 128
4.2.4.3. Summary 135
CHAPTER FIVE CONCLUSION 136
5.1. SUMMARY 136
5.2. PEDAGOGICAL IMPLICATIONS 139
5.3. SUGGESTION AND LIMITATION 140
REFERENCE 142
APPENDIX A QUESTIONNAIRE: ENGLISH VERSION 152
APPENDIX B QUESTIONNAIRE: CHINESE VERSION 160
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