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Contrastive Analysis of Request Speech Acts Made on Chinese and Russian Internet Forums: A Case Study on the Subject of USA Travel Inquiry
speech act of request
Chinese-Russian contrastive analysis
teaching Chinese as second language
|Abstract:||本研究分析華語《背包客棧》與俄語《Форум Винского》兩論壇中的請求行為策略，探析華語與俄語人士在網路論壇中，請求策略的特色與跨語言溝通的異同。研究方法與策略分析的架構，主要參照Blum-Kulka et al.（1989）與謝佳玲（2015）請求行為的研究成果，並根據實際語料進行修訂。
The following research analyzes Chinese and Russian-language request strategies employed on the internet forums backpackers.com.tw and awd.ru, respectively. The research notes distinguishing features of request strategies, as well as explores the differences and similarities in interlingual communication for Chinese and Russian-speaking users of the two forums. Research methodology, along with frameworks for strategy analysis, are sourced primarily from results presented in the studies Blum-Kulka et. al (1989) and Hsieh (2015), with additional revisions based on the actual language material studied. Research results reveal similarities in request strategy selection for the two language user groups. Both Chinese and Russian-speaking users primarily chose single, independently deployed “questioning strategies,” with a secondary preference for a combination of “explaining strategies” and “questioning strategies.” Additionally, Chinese and Russian-language users both tended to select self-oriented main strategies, with “questioning strategies” as the most common, though the usage frequency is higher for Russian than Chinese. Furthermore, the usage of “strategies of expressing desire” is higher than “imperative strategies” for Chinese-language users, while the opposite is true for Russian. At the same time, requests in both Chinese and Russian utilized a substantial number of supportive moves, with “explaining strategies” as the most common form. Once again however, Chinese-language users display a preference for “addressing strategies” over “greeting strategies”, and vice versa for Russian. Furthermore, an analysis of the construction of request sequences for Chinese and Russian-language users reveal that communication in both languages tend towards a “postpositive discourse pattern”, or the placement of supportive moves at the front, with main strategies further on. Thus, this research inferences the following: unlike in the work of previous authors, Chinese and Russian language request-making is found to be influenced by the high-efficiency, high-speed linguistic realm provided by the internet. This, along with the influence of social change, results in the selection of request strategies that can be traced back to the distinctive communicative features found in a culture of individualism. As for the numerous differences in the deployment of other types of strategies, as well as level of directness, these can be related to differences in perception of etiquette and between the two languages themselves. Likewise, arrangements of request constructions are also influenced by cultural factors and corpus themes, displaying communicative features typical of collectivist cultures. Finally, research results concerning special strategy features and constructions of request behavior are combined with theory related to pragmatic-based pedagogy, for example offering teaching suggestions based on developing pragmatic competency in the second language, along with detailed rules for explicit and implicit instruction. Furthermore, Google Classroom is used as a platform for modeling an online forum, creating a pragmatic-based request behavior pedagogy reference model for Chinese as a Second Language educators. The platform presents itself an excellent resource for self-learning, offering an opportunity and environment for practical usage of Chinese language, where intermediate-advanced Chinese language learners may train their linguistic and pragmatic ability with the assistance of information technology and the internet.
|Appears in Collections:||學位論文|
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