科学研究費補助金 研究種目:基盤研究(C) 課題番号:22520559 研究代表者:水戸 博之 研究期間:2010-2014年度(予定)

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語用教學研究大多專注在教學成效，並以量化研究比較跨文化語用文化規範和溝通策略之差異，然，只有少數的質化研究探討語用研究理論如何落實在外語教學師生的學習動機。準確來說，本研究檢視以英語為外語師生如何看待語用能力培養，以及學習社會語言之動機相關經驗。先前文獻已經指出，第二語言語用學習動機研究，需要投入更多的努力。 因此，本質化個案研究旨在探討臺灣以英語為外語師生學習語用動機。資料蒐集透過面訪、課室觀察和課堂筆記以及研究者的省思日誌，從學習動機的角度審視外語語用教學，洞悉多層次語言學習動機。 研究結果顯示，受訪師生均認為語用教學對第二語言發展極為重要，縱使社會政治情境因素的干擾，諸如考試領導教學、授課時數嚴重不足和偏重語法教學，然而，在學習語言禮貌和適切性方面，受訪者均偏好語言實用功能和實際生活應用，甚於傳統單一語法教學。受訪老師指出在語言四項技能統整課程，語用教學比例明顯偏低，認為語用教學在臺灣並不普及。另外，臺灣英語為外語老師普遍未能滿足學生語用學習需求。 雖然師生起初對學習外語語用似乎未注意其重要性，然而，在回顧外語學習的歷程中，受訪者提高對於文化適切表達之醒覺。本研究期許幫助臺灣學習英語為外語師生了解語用教學在溝通功能中扮演的重要角色，促進未來語用教學研究之實踐，發展語言使用者之溝通能力。 / Though much of L2 pragmatics research has focused on the effectiveness of instructional pragmatics and cross-cultural variations of pragmatic norms and strategies used in the target language via cross-sectional quantitative research, little, however, has been conducted to explore teachers’ and students’ motivational experiences of implementing pragmatics instruction in real-life teaching and learning practices in EFL contexts. Specifically, little was known about what and how teachers and students perceive the role of developing pragmatic ability and their motivations to teach and learn socio-pragmatic functions since prior research has suggested that more research efforts should be done in the line of L2 pragmatics research. Therefore, this study aims to investigate both teachers’ and students’ motivations of learning and teaching pragmatics through qualitative research. Multiple data sources were collected through face-to-face interviews, classroom observations and field notes as well as the researcher’s reflective journals, to illuminate the dynamic, multifaceted motivational experiences of L2 instructional pragmatics. The findings suggest that both teachers and students considered the role of teaching and learning pragmatics essential to second language development pertaining to the polite and appropriate use of the target language, and its learning utility, practical functions and intrinsic interest in using language for authentic communication purposes despite the sociopolitical factors, such as exam-oriented teaching, lack of top-down institutional support and the implementation of English language policy in Taiwan. Nevertheless, the teacher voiced her inadequacy of teaching L2 pragmatics in a four-skill integrated course and demonstrated her concerns about the prevalence of teaching students how to speak English in a culturally appropriate way, which is, however, contrary to students’ eager expectations to learn L2 pragmatics. Albeit both the teacher and the students tended to ignore L2 pragmatics at first, after the initial reflections they raised their awareness of culturally speaking in an appropriate way. In this study, it was hoped to empower both teachers and students to understand their teaching and learning practices by sensitizing them to L2 pragmatics in EFL contexts, to facilitate the implementation of L2 pragmatics instruction in the classroom and to underscore the importance of developing learners’ communicative competence in Taiwan.

国立情報学研究所で電子化したコンテンツを使用している。

本論文研究以｢間接抱怨的反應｣的語言行為為研究方向；一方面以跨文化語用學的探討為主，研究母語為中文的台灣人與母語為美語的美國人語言行為之差異，藉以探討該語言行為的文化普遍性、獨特性；另一方面是以外語語用學的探討為主，研究台灣大專生學習美語的外語行為是否接近母語為英語的美國人，以深究研究對象的語用轉移現象。研究的四組受試人分別為36位以英語為母語的美國大學生、36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、36位英語學習程度較佳的台灣大學生、36位英語學習程度中等的台灣大學生。蒐集語言資料的工具是語言言談情境問卷(Discourse Completion Task，簡稱DCT)，依照蒐集到的語料進行量化、質化的資料分析。研究結果顯示：四組研究對象皆傾向以憐憫策略來回應間接抱怨。然而以兩項研究變項(性別與社交關係)來進一步討論時，研究結果呈現不同的策略使用：以中文為母語和英語學習程度較佳的台灣大學生這兩個研究對象趨於以沉默或是轉移話題來回應女性陌生人的間接抱怨，但是英語學習程度較中等的台灣大學生，卻是較常使用建議策略來回覆陌生人。再者，探究研究對象們的語用標記時，英語學習者常轉化中文的發語詞於英語表達中，相較於以英語為母語的美國大學生，他們的語用句型也較為簡化。根據研究結果與探討，英語學習者們的英語學習程度高低並不與其語用表現成正比，這論述可以呼應語用知識是有別於語言知識的概念。故在英語為外語教學上，除了英語能力的提升外，學習者應能有機會體驗不同情境下的語用表現，自覺性的討論出該表現背後的不同文化意涵，進而提升其對母語文化以及目標語文化所該具有的知識與內涵。 / This study investigated response strategies to indirect complaints (IC). On the one hand, it explored the cross-cultural differences in speech behaviors between native Mandarin Chinese speakers and native American English speakers. On the other hand, it examined EFL learners’ IC response behaviors in Taiwan. Four participant groups were invited in this study: 36 native speakers of American English living in the United States, 36 native Mandarin Chinese speakers living in Taiwan, 36 EFL learners with high English proficiency level, and 36 EFL learners with intermediate English proficiency level. Their language data were collected through designed Discourse Completion Test (DCT). Both quantitative and qualitative analyses were conducted to deal with the collected data. The research results indicated that the commiseration strategy was mostly used by all four participant groups. Yet, taking the two independent variables (gender and social-distance relationships) into consideration, informative results were found across different groups. The two groups of native Chinese speakers and EFL learners with high English proficiency level applied off strategy to their female strangers’ indirect complaints. On the contrary, the group of EFL learners with intermediate English proficiency level used more advice strategy to their strangers’ indirect complaints. Furthermore, negative transfer was found in the EFL learners’ linguistic realization to achieve illocutionary forces, including pragmatic markers and simplified sentential expressions. The research findings implied that there was not any positive relationship between language learners’ linguistic abilities and their pragmatic performance. The implicature is correlated with the concept that pragmatic knowledge is distinct from linguistic knowledge. Thus, in EFL courses, language learners should be provided opportunities to consciously explore different cultural meanings behind speech act behaviors.

本篇論文目的在探討兒童在同儕對話中所使用的請求言語行為，研究問題如下：1.在同儕對話中，兒童採用哪些請求策略？、2.兒童使用哪些稱呼語(alerter)和修飾語(modification)來調整他們的請求言語行為?。研究語料來自兩人一組的兒童在玩耍時的對話，兒童的年紀在四歲三個月到五歲六個月之間(平均年齡為五歲三個月)。本研究主要採用Blum-Kulka等人的請求言語行為策略分類，包含中心行為策略(head act)、稱呼語(alerter）、修飾語(modification)三個部分。研究結果發現，在中心行為策略的三個策略中—直接請求、規約性間接請求、和非規約性間接請求，兒童使用較多的直接請求策略，特別是祈使語態句(mood derivable)，顯示出兒童在同儕互動中傾向使用直接且有效力的請求策略。研究結果也發現兒童會使用稱呼語和修飾語來調整請求言語行為；在稱呼語方面，兒童使用了呼喚語(vocative)和名字(name)這兩種表親密的稱呼語來吸引同儕的注意，顯示出兒童不只能判斷對話者的注意力，也知道他們與同儕之間的對等、親近關係；在修飾語方面，兒童使用較多的緩和修飾語(mitigating modifiers)，而在所有修飾語中，兒童最常使用的三種分別為語氣弱化詞(downtoner)、 原因解釋(grounder)、強化詞(intensifier)，另外，我們也發現到兒童有時會使用兩種以上的修飾語在單一個請求行為中，從兒童使用的各種修飾語結果顯示，兒童在做請求時，能考量不同情況和跟同儕間的關係來調整請求言語行為。本研究對於漢語兒童在同儕互動中的請求言語行為的使用，不僅顯示出他們的溝通技巧與語用能力，也反映出同儕互動的特性。 / The purpose of this study is to explore preschool children’s performance of requests in peer talk. We aim to investigate what request strategies children employ when interacting with peers and how children adjust their requests with alerters and modifications. The data analyzed were the natural conversations produced by dyads of children aged from 4;3 to 5;6 (mean age: 5;3). The analytical framework adopted in this study is mainly based on the categorization of Blum-Kulka et al. (1989), including the three components of head act, alerter, and modification. The results show that among direct request, conventionally indirect request and non-conventionally indirect request, children employed more direct request strategies, especially mood derivable. It reveals that children’s requests tend to be direct in interactions with peers as the use of direct requests is more effective to attain compliance. In addition, children were found to use alerters and modifications on some occasions to get attention and to lessen or aggravate the request force. There were two types of alerters used by the children, which were name and vocative, and vocative was used more frequently than name. The children’s use of the two intimate alerters indicates that not only can children assess the focus of their interlocutors’ attention, but also that they are aware of their equal and close relationships with their peers. Regarding the use of modifications, it was found that children used more mitigating modifiers than aggravating modifiers, and that the children used downtoner, grounder, and intensifier more frequently among the modifiers. Moreover, although the children commonly used one request with one modifier, there were some cases where the children used more than one modifier in one request. The diversity in the use of modified requests reveals the children’s sensitivity to the situations in which they and their peers are engaged, and their consideration for the maintenance of interpersonal relationships. It is concluded that Mandarin-speaking children’s use of requests not only demonstrates their communicative skills and pragmatic competence, but also reflects the nature of peer interactions.

京都大学 / 0048 / 新制・課程博士 / 博士(人間・環境学) / 甲第22082号 / 人博第911号 / 新制||人||217(附属図書館) / 2019||人博||911(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)教授 奥田 敏広, 教授 細見 和之, 教授 桂山 康司 / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM

京都大学 / 0048 / 新制・課程博士 / 博士(情報学) / 甲第22094号 / 情博第704号 / 新制||情||121(附属図書館) / 京都大学大学院情報学研究科知能情報学専攻 / (主査)教授 熊田 孝恒, 教授 黒橋 禎夫, 教授 楠見 孝, 准教授 河原 大輔 / 学位規則第4条第1項該当 / Doctor of Informatics / Kyoto University / DGAM

京都大学 / 0048 / 新制・課程博士 / 博士(教育学) / 甲第18016号 / 教博第157号 / 新制||教||144(附属図書館) / 30874 / 京都大学大学院教育学研究科教育科学専攻 / (主査)准教授 佐藤 卓己, 教授 川崎 良孝, 教授 駒込 武, 教授 貴志 俊彦 / 学位規則第4条第1項該当 / Doctor of Philosophy (Education) / Kyoto University / DGAM

京都大学 / 0048 / 新制・課程博士 / 博士(人間・環境学) / 甲第18368号 / 人博第681号 / 新制||人||163(附属図書館) / 25||人博||681(吉田南総合図書館) / 31226 / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)教授 壇辻 正剛, 教授 齋藤 治之, 教授 服部 文昭, 教授 小倉 紀蔵 / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM