No description available.

本研究主要探討台灣學生英語的拒絕語言行為(refusal speech act)與美國學生之異同，並探討社會地位高低及啟始行為(initiating acts)兩個變數對語言行為之影響。此外在拒絕時,所使用的句法修飾(syntactic mitigation)及詞彙修飾(lexical mitigation)之類型與頻率,其所用的句型是否與美國學生不同, 以進一步探究學習者母語對其中介語(interlanguage)是否有負面移轉作用。 本研究採用質性及量化研究方法，研究對象為40位以中文為母語的大學學生, 40位英語為母語的美國大學學生,及40位學習英語為外語的大學學生, 各組男女各半。研究工具為言談填充測驗(Discourse Completion Test), 包含12個不同情境(4個請求, 4個建議, 4個邀請),藉此問卷收集受試者語言行為之表現。 本研究的主要發現如下：間接拒絕策略是最常被三組學生使用的拒絕行為。其次,社會地位高低及啟始行為(initiating acts)兩個變數下對三組學生語言行為有不同影響, 而以後者影響尤鉅。除此之外, 台灣學生的英語中介語的語用能力,不僅反映在句法修飾及詞彙修飾兩方面, 同時在直接拒絕行為也與美國大學學生有顯著差異。本文進一步發現學習者母語對拒絕行為之影響, 拒絕之語序及直接與間接拒絕策略的負面移轉作用。本論文並提出教學上之應用建議，讓學生英語學習更有成效。 / Refusals can be regarded as a pragmatic universal, but refusal performance varies with cultures and is constrained by factors like status and initiating acts. However, the relative weight of these factors placed on each type of refusal strategy varies from culture to culture, or even within the same speech community due to intra-lingual variations (Blum-Kulka, 1987). In order to find out the complexity of cross-cultural differences in the realization of this face-threatening act, we investigated refusal speech acts performed by native speakers of Mandarin Chinese, EFL learners and native speakers of American English with the variation of social status and initiating acts. In addition, we compared EFL learners and Americans on linguistic structures including common directive forms, syntactic and lexical refusal mitigation as well as types of errors in the interlanguage of refusals. We also observed evidence of negative pragmatic transfer in EFL learners’ performance in three main categories of refusal strategies and refusal sequences, and tried to explain the causes of the transfer. Three groups of subjects participated in this study: 40 native speakers of American English (NE), 40 native speakers of Mandarin Chinese (NC), 40 Chinese EFL low-intermediate proficiency learners. They were asked to react by writing in the format of discourse completion task (DCT), which consisted of scripted dialogues with the manipulation of the interlocutors’ social status and initiating acts. The results were coded based on the taxonomy developed by Beebe, Takahashi and Uliss-Weltz (1990), and were analyzed qualitatively and quantitatively. Results showed that indirect refusals were the most frequently used main strategy type in the three groups examined. The effect of social status and initiating acts affected the three groups’ performance to a different degree; initiating acts seemed to be a more decisive force in influencing groups’ refusal behaviors. In terms of refusal mitigation, we have found that significantly more syntactic mitigation like interrogatives, conditionals, conditional clause, etc. were employed by Americans to soften the force of refusals. However, similar to the findings in Chen (2006), EFL learners mainly limited their use of modality in their refusals on types of deontic and epistemic modalities whereas Americans were more flexible in using different kinds with the variation of context. Generally, EFL learners’ refusal performance exhibited deviations from native speakers’ norms. Therefore pedagogical implications were suggested which included that teachers should build up EFL learners’ linguistic knowledge, teacher-fronted talk can be supplemented by additional activities that broaden the range of speech acts and provide a broader opportunities for learners. Also, instructors should provide contextual information regarding the similarities and/or differences between L1 and the target language under the influence of social status. Types of initiating act should be included in EFL teaching so that students’ awareness of these social constraints could be activated and they can integrate such information to facilitate their interlanguage system.

No description available.

本研究從語用學的角度探討荒謬劇「等待果陀」（Waiting for Godot）中種種的語言脫序現象。荒謬劇作家將戲劇形式以及內容結合起來表達荒謬的主題，並不再視語言為能夠承載意義的工具，因此「等待果陀」中充滿了違背一般日常語言使用規則的脫序現象。本文運用語用學理論規則來分析劇中人物的對話，並將其分門別類以及計算數量，以達到探究「等待果陀」的作者貝克特（Samuel Beckett）在劇中製造荒謬效果的主要語言策略。 雖然「等待果陀」充滿了脫序的語言使用，但是讀者和觀眾們依然能夠閱讀、欣賞，進而評論以及解讀這齣荒謬劇。但是在日常對話中，脫序的語言使用卻往往意味著溝通的失敗。這顯示人們在一般日常溝通和文學批評解讀中運用不同的語用原則。然而，語用學在文學批評解讀上的著墨卻極少，也無法解釋為何讀者觀眾在面對脫序的語言對話時仍有能力解讀。因此，本文提出新的語用原則－持續原則（The persistence principle）－來解釋此一現象，並架構一個文學解讀的模型來闡述文學批評解讀與日常對話的基本差異。 / The present study analyzes the language use of Waiting for Godot from the pragmatic point of view. The absurd playwrights combine the form and content of play to convey the theme of absurdity, and do not trust language as a reliable vehicle to convey meaning. Therefore, the conversations of Waiting for Godot are filled with disordered and incoherent language use. The present study analyzes the conversations of the play with pragmatic principles, and categorizes the language uses in terms of the types of violation cases. In addition, the violation cases are calculated in order to reveal the main strategy that Samuel Beckett adopts for constructing the dramatic effect of absurdity. Surprisingly, the readers and audiences of Waiting for Godot could still appreciate and interpret the play even though the play is full of nearly incomprehensible conversations. In daily life, on the contrary, communication would likely break down if the language uses are like the ones in the play. It indicates that people activate different pragmatic principles in daily communication and in literary interpretation. However, very little attention is paid to the field of literary critics and interpretation, and pragmatic principles cannot explain why the readers/audiences of Waiting for Godot could comprehend the play. Therefore, the researcher proposes the “persistence principle” to explain how the readers/audiences search for the meaning of the text. Moreover, a model of literary interpretation is constructed to illustrate the basic differences between daily communication and literature reading.

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.

剛出生前幾年，幼兒已逐漸能理解並談論自己和別人的不同。然而，真正習得用來指涉自己和別人的指涉詞不是那麼容易，因為至少得先理解角色轉換概念和說話者當時的說話目的為何。因此，在幼兒學會用大人模式指涉自己和別人前，他們會先有自己一套獨特的語言使用模式。本研究的目的在於探討一位以中文為母語的小孩如何用指涉詞表達自己的語用動機。研究對象是一對中階家庭的母女。語料來自於受試親子在家互動的語言。研究結果顯示幼兒特別容易會用指涉詞表達的語用功能種類不多。在語段層次，幼兒初期較會在和母親協調當下要做的事時，以及在和母親討論故事中虛幻世界時指涉自己；後期則除了在和母親協調當下要做的事時較會指涉自己外，在和母親協調未來要做的事、討論和現在或非現在相關的事時也較會指涉自己。另外，幼兒比較會指涉別人時，則是當她想要轉移母親焦點，或是在和母親討論兩人當下共同注視的目標、故事中虛幻世界、和現在相關的事、或是非現在發生的事時。在語句層次，幼兒則是當她在表達願望、要求母親為她做事、陳述個人想法、陳述她想要執行某動作的目的時較會指涉自己。較會指涉別人時則是當她在吸引母親注意、要求母親為她做事、陳述個人想法、和回答Wh-問句時。整體比較來看，母親特別會用指涉詞表達的語用功能種類比幼兒來得多元化。 / During the first years of life, children come to realize and talk about themselves distinct from others. However, acquisition of self- and other-reference forms is not always so easy because it presupposes at least a grasp of shifting roles, together with concept of the speaker’s communicative intents. Before children match adult-like usages of reference, they temporarily formulate their own linkages between language forms and functions. This paper examined how a Chinese young child formulated her pragmatic moves through self- and other-reference forms. One mother-child dyad from middle socioeconomic class were asked to do what they normally did at home. Results show that only a small set of communicative intents provided the particularly fertile contexts for the child’s self- and other-reference. In the speech interchange tier, the child earlier tended to refer to self in Negotiating the immediate activity(NIA) and Discussing the fantasy world(DFW), but later in Negotiating both the immediate and future activity(NIA, NFA),and Discussing the related-to-present(DRP) and the non-present(DNP). She tended to refer to other in Directing hearer’s attention(DHA), Discussing the joint focus of attention(DJF), the fantasy world(DFW), the related-to-present(DRP), and the non-present(DNP). In the speech act tier, the child tended to refer to self to Express a wish (WS), Request / Propose action for hearer(RS), State a proposition(ST), and State intent to carry out act by speaker(SI). She tended to refer to other to Call the hearer’s attention(CL), Request / Propose action for hearer(RS), State a proposition(ST) and Answer a wh-question by a statement(SA). In contrast, the contexts where the mother referred to self and other were more diversified than those where the child referred to self and other.

本研究旨在探討中美文化差異對於建議語行為的影響，並且進一步探究文化差異以及社會地位、人際熟悉度等情境因素如何影響台灣英語學習者的建議語行為。本研究的三組受試者分別為35位英語母語人士、35位中文母語人士、35位英文程度佳的台灣英語學習者。語料蒐集工具為言談情境填充問卷(DCT)。所蒐集的語料針對受試者的建議語策略使用來進行量化以及質化的分析。 研究結果顯示，中文組的建議語行為比英語組來的直接。而學習者組在建議語的策略使用上則近似於中文組，也表現出比英語組直接的建議語行為。這樣的結果很可能由中美文化的差異所導致。此外，台灣英語學習者的建議語行為受到了文化差異的影響，表現出來自於母語的語用移轉(pragmatic transfer)，除了語用移轉所造成的語用失敗(pragmatic failure)之外，研究者還發現兩項學習者在建議語使用上的語用失敗，分別是：教學引起的誘發性錯誤(teaching-induced errors)，以及使用過多文字(waffle phenomenon)。有鑑於這些語用失敗，本研究提出兩點教學上的啟示。一、語言教師必須引導學生瞭解文化差異對於跨文化溝通的影響。二、語言教師以及教材編者必須提供充足的語境訊息(contextual information)以教導英語學習者如何適宜地的表達。 / The present study aimed to explore the cross-cultural differences between the suggestion behaviors by Chinese and Americans, and further investigated how the differences affect Taiwanese EFL learners’ interlanguage suggestion under two social variables. Three groups of participants were concerned in this study. They were 35 native speakers of American English, 35 native speakers of Mandarin Chinese and 35 Taiwanese EFL learners. The data were collected by written DCT elicitation questionnaire. Participants’ responses were analyzed both quantitatively and qualitatively to see how the three groups of participants employed the suggestion head act strategy, hedging devices, supportive moves and suggestion patterns. The results showed that the Chinese group was more direct than the American group. Besides, the learner group approximated the Chinese group and thus also employed more direct suggestion patterns and strategies than the American group did. This may be possibly due to the cultural differences between the Chinese and the American culture. This study also found that the EFL learners transferred both their native socio-cultural norms and pragmalinguistic conventions into their suggestion behaviors. In addition to pragmatic transfer, two more pragmatic failures were found; they were teaching-induced errors and the waffle phenomenon. With regard to these failures, this study suggested that language teachers should make learners aware of the importance of cultural differences in cross-cultural communication. Besides, teachers and language materials designers should provide as much contextual information as possible so that learners can learn the appropriate form or structure for its corresponding function.

國立政治大學研究所碩士論文提要 研究所別：語言學研究所 論文名稱：中文交談中修復之社會語言學分析 指導教授：詹惠珍 博士 研究生：魏詩婷 論文提要內容： 在交談情境中，當說話者(Interlocutor)無法清楚表達其訊息時就必須進行修復(Repair)。修復的種類不僅止於句法結構，在說話者發現語意不足時，就有做語意修復的必要性。而修復的種類也會依其所行使的語用功能(Pragmatic Function)而有所不同。修復的方式更有可能因交談者雙方的年齡差距大小而改變。因此，本研究針對說話者行使的語用功能及交談者的年齡差距來探討修復的語言形式與使用情形。 本研究所使用的語料來自十份日常生活會話。其中，三份來自於20-30歲的說話者，三份來自於40-55歲的說話者；其餘四份來自於跨年齡層的交談者。另外，交談者的關係若非好友則為親戚，因此較沒有距離感。每份語料長約三十至四十分鐘，主題均與日常生活相關，以便蒐集到最自然的語料。 語料又根據修復的方式分為句法層次（Syntactic Level）及語意層次(Semantic Level)。其中句法層次又包含刪除（Deletion與添加(Addition)兩重種策略；語意層次則包括替換(Replacement)及添加(Addition)兩個策略。語用功能則分為釐清(Clarification)、確認(Confirmation)、解釋(Explanation)、贊成(Agreement)、強調(Emphasis)及弱化(Alleviation)六種。 所有語料先經分類後，再加以統計檢定。研究結果發現：(一)說話者使用語意修復的頻率顯著高於句法修復，(二)在語意修復中，又以縮限(Narrowing)的使用情形最多。(三)修復大多用來行使釐清語意的功能。(四)說話對象的年齡對修復的使用有部分顯著的影響。(五)年紀小的說話者較少對年紀大的聽話者進行修復。除了量化分析之外，本研究亦追加訪談，以便雨量話分析的結果做初步比對。訪談內容發現，大部分的說話者認為他們的確會因為不同的語用目的而使用不同的修復，但交談者的年齡並不會完全影響修復的使用情形。 關鍵字：社會語言學，交談分析，語用學，修復 / Abstract Perfect utterances do not occur all the time during the conversation. An unclear message is usually repaired to maintain the clarity of meaning. Repair forms at Syntactic and Semantic levels are examined in this study. Also, it is proposed that formal distribution of repair forms are conditioned by pragmatic and social factors. On pragmatic aspect, the principles of Clarity and Expressivity are conformed. For social constraint on repair forms, the influence of interlocutors’ age is suggested. Data analyzed in this study are collected from ten dyadic, face-to-face daily conversations, with each lasting more than 30 minutes. Subjects in the ten conversations share the same ethnic background—Taiwanese. In addition, they are from two different age groups, with half of them at the age between 20 to 30 and the other half between 40 to 55. Among the ten conversations: three of them are conducted by both interlocutors being old, three by both interlocutors being young, and four by interlocutors from different age groups. Repair forms found in the data are categorized into two linguistic categories. In Syntactic aspect, repairs are derived from Deletion and Addition strategies, the former consists of Word-Deletion, Ellipsis, and Marker Deletion, and the latter Modal Addition, Addition of Marker for Focus Changing, and Addition of Marker for Attitudinal Adjustment. As for Semantic repairs, they are those resulted from strategies of Replacement and Addition. The former includes Synonyms, Substantializatoin, Hyponymy, and Hypernymy; while the latter is composed of Narrowing. Results of quantitative analysis yield several patterns. First, repair forms at Semantic level score significantly higher than those on Syntactic level. Moreover, within the Semantic realm, Narrowing is the strategy most frequently used. Second, there seems to be a significantly stronger preference for repairs to conform Clarity principle than to comply Expressivity principle. Among pragmatic functions under Clarity principle, Clarification is the pragmatic function that recieves first priority. Interlocutors’ age is only partially influential to a speaker’s choice of repair forms with interlocutors from younger age group being noticed to be putting more emphasis on the importance of hearers’ age than those from older age group. Follow-up interviews suggest that interlocutors manifest repair differently for certain purposes. However, most interviewees point out that the consideration of both interlocutors’ age does not influence the choice of repair forms. Instead, it is hearers’ age, solely, that lay significant effects on the use of repairs for pragmatic functions. Key Words: Sociolinguistics, Conversation Analysis, Pragmatics, Repair

京都大学 / 0048 / 新制・課程博士 / 博士(文学) / 甲第22679号 / 文博第842号 / 新制||文||694(附属図書館) / 京都大学大学院文学研究科行動文化学専攻 / (主査)准教授 千田 俊太郎, 教授 定延 利之, 准教授 CATT Adam Alvah, 教授 清水 政明 / 学位規則第4条第1項該当 / Doctor of Letters / Kyoto University / DFAM

曾幾何時，廣告在流行文化中已跳脫直接而露骨的銷售意圖，不論是電視廣告的表現形式，抑或報章雜誌的平面廣告，都歷經相當之變革。除了多姿多彩的圖像，更操弄了豐富的語言策略，甚且如詩一般的語言，融入文學新意，產生前所未有的廣告文學性。針對這樣的趨勢變遷，本文旨在透過以社會語用及批判性取徑（a sociopragmatic and critical approach）為主的言談分析（discourse analysis），為廣告文化在作者（／說者）和讀者（／聽者）間的溝通所扮演的角色提供一質性研究。嘗試從語言使用（language use）的層面來觀察：如何喚起群體意識？哪些是常用的語言策略？使用這些語言策略／修辭手段能給讀者帶來什麼樣的效應？這些語言使用伴隨著什麼樣的社會意義？分析架構植基於「攸關性理論」（Relevance Theory, Sperber & Wilson, 1986/1995)，從讀者花費處理訊息的精力（processing efforts）審視其所能獲致的效果（contextual effects）。在另一方面，如同Sperber & Wilson（1995: 279）對於往後研究的期許，本研究更在語用分析中加入了社會文化認知和情境的考量，此正亦批判語言學家們的主要關切（Fairclough, 1995）。 分析語料取材自誠品書店所發表的系列廣告文案，係著眼於下列幾個明顯的現象：（一）文中採取豐富嶄新的語言策略，包括了隱喻、姓名／名稱的平行、重複與敘事，這些修辭手段常更能喚起讀者的注意和興趣，產生詩歌性（poetic effects）等認知效果，並表現各樣的語用／溝通功能。（二）大量西方文明裡的名字／名稱巧妙而生動地運用在這些廣告裡，涵蓋人名（藝術家／作家／詩人／名人）、地名、文學藝術名作和知名品牌。（三）對於作者而言，他們可以蘊含更多的情感、態度、情緒和感覺於其中，產生溝通裡的的弱式效果（weaker effects of communication, Wilson & Sperber, 1992），也能規避一些較為嚴肅的社會責任；而就讀者來說，這些語言策略得以預留更寬闊的詮釋空間，更吸引讀者。（四）除了使用這些語言策略來表現文學性，作者並藉由與讀者間的認知環境，利用流行話題與生活經驗，傳達了知識建構、同儕情誼、精英主義、女性意識、人文關懷、都會城市中產階級的生活型態，展現流行文化中的多元文化交融以及外語的強勢霸權地位，反映了傳統的／已改變的／變遷中的文化價值觀，邀請讀者認可這些顯著的意識型態與跨文化價值觀，進而形塑文化多元的認同和社會認知，呼應言談與社會／文化間的雙向關係（dialectical relationship, Fairclough, 1995）。誠品書店一再發表的系列文宣，雖然無法同電視廣告般在日常生活中與讀者（／聽者）的密集式接觸，然卻能在充裕的版面裡，在微觀層次上運用更多的語言策略，也能在宏觀的社會文化認知層次上，透過對流行文化形式與功能的檢視，有助提升其企業形象以臻一文化地標，對於諸如：刻板印象、權力象徵（symbolic power）、社會趨勢與變遷、文化標記（cultural iconicity）與認同、性別角色等討論，提供反思的空間。並對相關議題如「什麼構成了、什麼排除自、以及什麼包含於流行文化之中？」、「是否存在著流行文化記憶？」提供有用的觀察。 / This study aims to propose a pragmatic study along with a critical analysis of the print advertisements of Eslite Bookstore in Taiwan. It explores the audience’s comprehension and interpretation regarding emotions, poetic effects, and storytelling in media communication under relevance–theoretic account (Sperber & Wilson, 1986/1995; Noveck & Sperber, 2006) by looking into contemporary Chinese print ads released by Eslite. Since poetic effects and storytelling in long texts suitably illustrate the reasoning and pragmatic inference towards emotions via larger units of text processing and inferred implicit meanings, the current study centres on the audience’s inferential processes and pragmatic interpretations over longer texts against institutional discourse, advertising. The audience searches for optimal relevance in the interpretation process, during which a wide array of weak implicatures, based on her greater share of responsibility, could be inferred and derived from the non-literal speech together with the context, depending on the different degrees of involvement and shared cognitive environment. The sociocultural aspect of language use, on the other hand, is further explored to see the inseparable relationship between language and social function. The rhetorical strategies of syntactic parallelism and repetition of name, metaphor, and storytelling are artfully crafted through literary styles within the ads to attract the audience’s attention, to initiate cognitive poetic effects and advertising literariness, and to perform diverse pragmatic/communicative functions. They convey too the dominant ideologies, viz. intellectualism, elitism, social critique of taste, friends’ rapport, feminine awakening, humanistic concern, and the current lifestyles of petit bourgeoisie in urban contexts. The chosen data vastly adopt elegant wordings and stylistic patterns from names of person (artist/writer/poet/celebrity), place, literature, fashion and brand names to deliver aesthetic value. Placing little emphasis on target commodity, they invite and encourage an imaginative audience to actively and cognitively consume the texts and stories, and spell out a variety of weak implicatures involving feelings, attitudes, emotions and impressions along the textual lines. They invisibly persuade her to recognise the significant inter–/cultural values. Positioning the audience as social elite, shaping and branding the corporate image as a cultural polysemy and landmark of cultural empowerment, they also initiate an emergent text genre with communicative innovation in cultural industry and academic disciplines. People in all languages often mean more than they say. Grammar on its own is typically insufficient for determining the full meaning of an utterance, the assumption that the discourse is coherent or ‘makes sense’ has a vital role to play in meaning construction as well. Just as syntactic surface structures display complexity of underlying structures, we can appreciate much the implicit meanings constructed, conveyed and enriched by storytelling and the poetic force of lexical items and syntactic–semantic–pragmatic interplay in media discourse, as shown in the study. This functional linguistic study reveals that the selling motive could well be melted and/or hidden through those communication strategies due to their implicitness, indirectness and vagueness, and clarifies the simplistic dichotomy between Eastern vs. Western cultures. The dialogic relations between form and function in advertising language reflect the social cohesion/interaction and cognitive dynamics of communicator and audience, thus maintaining the dialectical relationship between social structures and social practice (Fairclough, 1995).