言語行為的跨文化研究對理解國際溝通是非常重要的,Beebe & Takahashi(1989b)說明“理解威脅面子行為的研究尤為重要,因為他們是許多跨文化溝通不暢的來源”。本研究旨在探討美國人和ESL(英語作為第二語言)學習者在英語閒聊模式的差異。為了建立規範可接受的回應,受試者被分為兩組20個美國人擔任英語為母語的參照組,和60個ESL學生以英語做問卷回應,這些受試者被要求回答十二個開放和封閉式的問題,並且預期他們會做適當的判斷。調查結果顯示,學生的語用能力深受他們母語的影響,似乎負向遷移源自於自己的母語和文化,而不是英語能力缺乏導致的。閒聊通常用於建立和維護社會聯結,因此,為了克服跨文化的誤解,了解自身文化和語言的“障礙”是個關鍵點。這項研究提升了明確教導ESL/EFL(英語作為第二/外來語)學生講英語的規則是重要的體認。為了使學生在主流社會中能善加發揮其功能,極其建議推動包含情境化的課堂活動以加強ESL/EFL學生的語用能力。
The cross-cultural study of speech acts is essential for understanding international communication. Beebe & Takahashi (1990) states "the realization of face-threatening acts is particularly important to study because they are the source of so many cross-cultural miscommunications." This study aims at examining deviations between Americans and ESL (English as Second Language) learners in their small talk. In order to set up norms for acceptable responses, 80 participants were divided into two groups- 20 Americans who responded in English served as informants for native English speakers' responses, and 60 ESL students who responded in English. These subjects were asked to answer both open-ended and close-ended questions regarding 12 questions in which appropriate judgments were expected. The findings indicated that the ESL students' pragmatic competence was deeply influenced by their L1, which seemed to result from a negative transfer of their native language and culture, rather than the lack of English proficiency. Small talk is commonly used to establish and maintain social bonds. Consequently, understanding cultural and linguistic "barriers" is the critical point in order to overcome cross-cultural misunderstandings. This study raises awareness that explicitly teaching the rules of English speaking to ESL/EFL (English as Second/Foreign Language) students is significant. In order to function well in mainstream society, classroom activities that contain a situational context are suggested to enhance ESL/EFL learners' pragmatic competence.
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