在台灣語境中以en-US為外語使用者之抱怨與回應抱怨策略

Tunghai University Institutional Repository > 文學院 > 外國語文學系所 > 碩博士論文 > Item 310901/30810

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Title:	在台灣語境中以en-US為外語使用者之抱怨與回應抱怨策略
Other Titles:	EFL Learners’ Complaint and Complaint Response Strategies in a Taiwanese Context
Authors:	柯美恩 STEPHANIE COTHRAN
Contributors:	劉美惠 LIU, MEI-HUI 外國語文學系
Keywords:	中介語之語用學;zh-tw抱怨;en-US抱怨;抱怨之策略;回應抱怨之策略;en-US為外語之學習者 Interlanguage Pragmatics;Chinese Complaints;English Complaints;Complaint Strategies;Complaint response strategies;EFL Learners
Date:	2018
Issue Date:	2018-11-07T04:33:50Z (UTC)
Abstract:	近幾年來，對於如何使用抱怨用語的研究熱度不斷攀升。近期許多相關的研究著重在en-US以及其他語言差異的跨文化研究上，然而關於在亞洲語境中的中介語移轉研究卻非常有限。中介語移轉扮演著一個非常重要的角色，作為決定目標語言學習者如何使用該語言進行適當溝通以達到不同的程度。為了要填補文獻的不足之處，這研究的目的為探究第一語言為zh-tw、en-US為外語的學習者之中介語移轉，透過仔細檢視這些en-US為外語學生們的抱怨與回應抱怨的不同策略。除此之外，這項研究也探討在台灣en-US為外語學習者，是否在選擇保持緘默以及分別使用zh-tw和en-US來抱怨的方面有什麼顯著的不同，以及他們使用此策略的緣由。參加這本研究的受試者為四十九位在一所台灣大學主修en-US的學生。研究資料的收集是透過讓受試者完成二個有著相同場景的書面『手寫用語完成任務』（一份為zh-tw、一份為en-US）。論文所搜集之資料是被編碼和分析的，透過使用先前幾位研究學者的抱怨戰術以及抱怨回應策略之框架結構。資料全都是使用特定的編碼格式、卡方檢定以及頻率分析來剖析探討。資料分析顯示出在受試者的抱怨與回應抱怨的策略上都有正面的和負面的用語移轉。再者，參與者表現出對社會地位的敏感性，並相應地改變他們的抱怨和回應抱怨的方式。另外，相較於zh-tw，他們用en-US展示了更多豐富的回應抱怨戰略。最後，參加者不僅在zh-tw上表現出更高的不回應頻率，他們還提出用來拒絕抱怨和回應抱怨之各種社會和個人的因素。這項研究也為之後更進一步的中介語之用語研究揭示了理論上和教學法上的啟發。理論上的重要意涵包括有鑑別額外的抱怨戰略，以及用不回應來當作一種抱怨和回應抱怨的策略。此外，在台灣以en-US為外語的學習者，在他們的抱怨與回應抱怨的策略中都展現出正向和負向的移轉。教學法上的意涵包含了強調社會文化規範的重要性，以及在課堂上以en-US為母語和以en-US為外語的文化彼此之間的差異。再者，在這二種文化中，對於文化差異方面的強調，應該要有適當得體的保持沈默這一項。最後，為了要有一個能更全面理解抱怨的課程，回應抱怨的策略應該要和抱怨的戰術一起在課堂中被講述教授。 In recent years, there has been increasing interest in investigating the speech act of complaints. Much recent research has focused on cross-cultural studies in the differences between English and another language, while there are limited studies on interlanguage transfer in an Asian context. Interlanguage transfer plays a significant role to determine the extent to which language learners may communicate appropriately in target languages. To fill the literature gap, the purpose of this study is to investigate the interlanguage transfer of First language (L1) Mandarin Chinese and Second language (L2) English through examining the significant differences, if any, of complaint strategies and complaint response strategies employed by EFL learners. Furthermore, this study also investigates whether there are any significant differences in Taiwanese EFL learners’ frequency of opting out making or responding to a complaint in L1 and L2, and what their reasons for employing this strategy are.The participants of this study were forty-nine English majors in a Taiwanese university. Data were collected through two Written Discourse Completion Tasks (an English and a Chinese version) with identical scenarios each. The resulting data were coded and analyzed using the framework from previous researchers for complaint strategies as well as complaint response strategies. The data were analyzed using the designated coding scheme, chi-square test and frequency analysis. Data analysis showed both positive and negative pragmatic transfer in the participants’ complaint and complaint response strategies. Furthermore, the participants displayed a sensitivity to social status and varied their complaints and complaint responses accordingly. Additionally, they displayed a larger repertoire of complaint response strategies in English. Finally, the participants not only displayed a higher frequency of opting out in Mandarin Chinese, but also presented various social and personal reasons for applying this strategy.This study sheds light on theoretical and pedagogical implications for further interlanguage pragmatic research. Theoretical implications include the identification of additional complaint strategies and the importance of opting out as a complaint and complaint response strategy. Furthermore, Taiwanese EFL learners displayed both positive and negative transfer in their complaint and complaint response strategies. Pedagogical implications include the importance of emphasizing socio-cultural norms and the differences between the target English-speaking culture and the EFL culture in the classroom. Additionally, the emphasis on the cultural differences should include the appropriacy of remaining silent in both cultures. Finally, to create a more well-rounded curriculum on complaints, complaint response strategies should be taught alongside complaint strategies in the classroom.
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