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The analysis of Chinese request strategies and pedagogical applications in Chinese TV dramas
Acts of request
|Abstract:||請求行為是日常交際中最常見的言語行為之一，在語用學領域裡，請求言語行為（the speech act of requests）是最被受關注的。但請求言語行為在本質上或多或少都將威脅到交際雙方的面子，給發話者帶來不少負擔，因此華語學習者用華語進行請求行為時，為恰當的請求言語行為便得考慮華語文化和語境，並選擇不同的請求行為策略。然而，目前說明請求行為的華語教材較少，而有關華語請求行為的研究偏向分析其中心行為（head act）策略與此使用頻率。
本研究，首先確定請求言語行為的定義，然後以台灣電視劇作為研究對象蒐集語料進行華語請求表現的內容分析。本研究，參照Blum-Kulka, House& Kasper的請求行為策略將請求行為分為三個部分：起始行為、中心行為、輔助行為，探討華語中該三種行為的實際運用情況，而進一步考察華語文化對請求言語行為的影響與其特徵。
The act of request is one of the speech acts frequently used in daily interactions and also is getting attention in the field of language usage. However, the nature of act of request has the possibility of humiliating the participants of the interaction thus it imposes certain level of burden to the speaker. Therefore, when the learners of Chinese use act of request in Chinese, they should consider the Chinese culture and the context of speech in order to establish appropriate act of request strategies. However, there are currently only a few Chinese textbooks explaining act of request and the researches on act of request focus on head act strategies and the frequency of usage. In this study, there is a definition of act of request and an analysis of Chinese requestive Chinese expressions based on expressions used in Taiwanese dramas. This study classifies act of request into three categories including initial act, head act, supportive act according to act of request strategies by Blum-Kulka, House& Kasper. Also, there is an analysis of situations when these three categories are used in the real life to identify the characteristics and impacts of Chinese culture on act of request. As a result, this study revealed that ‘Chinese mutual strategies are most frequently used and there are head act strategies included’. In terms of head act, imperative sentences are most frequently used as direct strategy expressions among Chinese requestive expressions while ‘Ambiguous expressions’, ‘Politeness expressions’, ‘Questions tags’ are used as supportive method. Therefore, both ‘Direct strategy’ and ‘Indirect strategy’ requestive expressions were followed by ‘Question tags’. Thereare diverse expressions in the initial act. Especially, ‘Address forms’ were relatively complex and they indicated mutual social relationship in certain language environment. In terms of supportive act, the frequency of ‘Cause explanation’ was quite high. While act of request was difficult, the supportive act expressions were long and complex. Politeness act was used as interaction strategies since politeness and saving face were considered important in Chinese culture. Lastly, this study covers the caseof Chinese requestive expression teaching plans based on drama education theories and study results.
|Appears in Collections:||學位論文|
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