- 期刊
- OpenAccess
中文與日文請求電子郵件的語篇分析與教學建議
A Discourse Analysis of Chinese and Japanese Request Emails and Pedagogical Suggestions
摘要
本研究分析中文與日文請求電子郵件的語篇策略，對比語步結構及後設論述兩個面向的異同，並建立兩者的對應關係。結果顯示，中文與日文郵件具有相似的策略類型，各類語步傾向搭配特定的後設論述成分，而且兩個面向都反映請求行為的本質與地位因素的作用，對地位較高的收件者運用更多元的語步結構與後設論述標記，形式上也展現較高的禮貌程度。然而，兩種語言存在差異，中文郵件的語步結構趨於單純且一致，比日文更重視請求之後的語步；而日文郵件的語步結構較複雜而多變，傾向在請求前後搭配更多不同的語步。兩種語言也透過相異的語言形式表達各類語步，中文對高地位者運用的形式禮貌性與規範性更高。後設論述的分布受語步結構的影響，同樣呈現語言差異，如中文比日文出現更少交互式標記，更多互動式標記；增強標記在中文多用於道謝，在日文多用於道歉；中文更重視對高地位者的稱呼，故出現更多參與標記。本研究根據分析結果，為日籍華語學習者提供郵件寫作的教學重點與訓練範例，透過策略意識與語境意識的培養，提升學習者語篇建構與人際溝通的能力。
並列摘要
This study examines discourse strategies in Chinese and Japanese request emails, analyzing the similarities and differences in move structure and metadiscourse. Corresponding relationships between these two aspects are established. The results indicate that Chinese and Japanese emails employ comparable strategies, with various moves often incorporating specific metadiscourse elements. Both aspects reflect the nature of request acts and the effect of status factors, as higher-status recipients experience more diverse move structures and metadiscourse markers characterized by a heightened level of politeness. Nevertheless, distinctions emerge between the two languages. The move structures in Chinese emails tend to be simpler and more consistent, placing greater emphasis on moves following the request compared to Japanese. In contrast, the move structures in Japanese emails are more complex and variable, featuring a broader range of moves both before and after the request. The two languages express moves through distinct linguistic forms, with Chinese utilizing forms of higher politeness for higher-status recipients. The distribution of metadiscourse is influenced by move structure, demonstrating language variations. For instance, Chinese emails exhibit fewer interactive markers and more interpersonal markers than Japanese. Boosters predominantly express gratitude in Chinese, while conveying apologies in Japanese. Chinese also prioritizes addressing higher-status recipients, leading to a more frequent use of engagement markers. Drawing from these findings, this study provides teaching guidelines and training examples for email writing for Japanese learners of Chinese. The objective is to foster learners' strategic and contextual awareness, thereby enhancing their proficiency in constructing discourse and engaging in interpersonal communication.