國小高年級生的華語說服策略語用研究與教學應用

Abstract

說服言語行為是人類日常溝通中不可缺少的一部分，不論是成人或兒童，在生活中都經常需要運用說服來達成目的。相較於成人說服行為已有豐富的研究基礎，兒童說服行為的相關研究仍有待深入探討。因此，本研究專注於探討國小高年級學生如何說服他人，以及他們使用哪些說服策略。本研究同時探討兩個重要變項：第一，男女學生在說服策略使用上的異同；第二，學生在面對不同親疏關係的師生互動時，如何調整說服策略。本研究依據學生的說服語句中是否展現觀點取替能力，將其說服策略區分為五個層次，共九種類型，呈現出學生語言策略使用的發展歷程。層次0包括「不表示和模糊表示」與「單純請求」，屬於未提供理由的直接表達；層次1為「個人主觀請求」與「個人客觀請求」，展現初步說理能力；層次3的「利他」與「雙贏」則已考量對方立場，具有觀點取替傾向；層次4包含「虧損」、「交換條件」與「將心比心」，反映出高度的情感移情與策略協商能力。此一分類不僅揭示國小高年級學生的語用發展層次，也具體描繪其在說服語境中的認知與語言表現。在性別差異方面，男生較常使用「個人主觀請求」、「虧損」等策略，傾向以個人感受與直接表達為主；女生則偏好「個人客觀請求」，更注重透過具體情境與合理說明來陳述理由。男生在進一步說服階段常強化直接請求方式，女生則善於補充具體情境與合理說明。整體而言，男生呈現較多感性且直接的語言使用，女生則展現更多理性邏輯組織的說服傾向。在師生關係親疏程度的影響方面，學生說服親近的班導師時，主要使用「個人主觀請求」、「個人客觀請求」和「利他」策略，反映出平衡自我表達與他人考量的傾向；說服疏遠的科任老師時則以「個人主觀請求」、「個人客觀請求」和「單純請求」為主，同時「交換條件」策略使用明顯增加。這顯示學生已能根據不同師生關係調整說服策略，面對熟悉老師時更注重情感和關係維繫，面對不熟悉老師時更傾向條件協商和直接表達。本研究進一步將研究結果運用到兒童華語學習者的說服策略教學中，透過實際的教學活動讓學生練習說服策略，幫助兒童華語學習者更熟悉說服語言的使用。希望學生能將課堂中學到的說服技巧運用到日常生活的溝通中，提升語言能力和人際互動技巧。Persuasive speech acts are essential in daily communication. Both adults and children often persuade others in daily life. Adult persuasive behavior has been extensively researched, but studies on children remain limited.Therefore, this study examines how upper elementary students persuade others and what strategies they use. The study examines two variables: differences in strategy use between male and female students, and how students adjust strategies with different teachers.Based on whether students demonstrated perspective-taking ability in their persuasive performances, this study classified persuasive strategies into five levels comprising nine distinct types, revealing the progression of students’ persuasive language development. Level 0 includes"non-expression or vague expression" and "simple request," which represent direct expressions without supporting reasons. Level 1 consists of "personal subjective request" and "personal objective request," reflecting the initial ability to provide reasons. Level 3 includes "altruism" and "win–win," indicating emerging perspective-taking through consideration of the interlocutor’s position. Level 4 comprises "loss warning," "exchange conditions," and "empathy," which reveal advanced emotional awareness and strategic negotiation skills. This classification not only highlights upper elementary students’ pragmatic developmental levels but also provides a concrete representation of their cognitive and linguistic performance in persuasive contexts.In terms of gender differences, male students often use"personal subjective request" and "loss" strategies. They focus on personal feelings and direct expression. In contrast, female students prefer "personal objective request." They use specific situations and reasonable explanations. Overall, males use more emotional language while females use more logical organization. Regarding teacher-student relationships, students use different strategies with different teachers. With familiar homeroom teachers, they use "personal subjective request," "personal objective request," and "altruism." However, with distant subject teachers, they use "simple request" and "exchange conditions" more often. This shows students can adjust strategies based on relationships. The study applies results to teaching children Chinese learners. Students practice persuasive strategies through activities. This helps them use persuasive language better. The goal is for students to use these skills in daily communication and improve their language abilities.