現代漢語委婉言語之語用策略及語言形式──以臺灣地區為例

劉怡君

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Humanities > Linguistics
Humanities > Chinese Literature
College of International and Overseas Chinese Education > Graduate Institute of Teaching Chinese as a Second Language

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現代漢語委婉言語之語用策略及語言形式──以臺灣地區為例

Euphemistic Speech of Mandarin in Taiwan─ Pragmatic Strategies and Linguistic Structure

劉怡君 , Masters　　Advisor：陳俊光　　

繁體中文

委婉語；語用策略；語言形式；言語行為；面子威脅行為理論； euphemism ； pragmatic strategy ； linguistic structure ； speech act ； face-threatening act

Abstract │ Reference (58) │ Times Cited (17) │ Altmetrics

Abstract 〈TOP〉

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This study investigates the pragmatic strategies and linguistic structure of euphemistic speech of Mandarin in Taiwan. This study is based on the framework of the face-threatening act (FTA) proposed by Brown and Levinson (1987). Questionnaire is used as the instrument for the investigation, and the questionnaire is designed primarily in the format of the discourse completion task.
The findings of the present research show that three possible strategies, namely “positive politeness”, “negative politeness”, and “off record” strategies, are used in euphemistic speech, and the “negative politeness” strategy is used most frequently among the three. Furthermore, nine sub-strategies under the three main strategies are analyzed. According to the quantitative results, “question and hedge”, “give reasons”, and “deference and apology” are the most frequently used sub-strategies. 
Differences in the use of the strategies vary according to different social variables. Students and non-students differ in “bald on record”, “joke” and “hedge and question” strategies, while males and females differ in “give reasons” and “joke”. As regard the age, differences are found in the use of “bald on record” and “joke” strategies. The addressee’s social status makes the most difference; it emerges in nine strategies except for “assert common ground” and “question and hedge”. 
The linguistic structure of euphemistic speech is discussed in two aspects: the choice of lexical items or phrases, and the use of sentence patterns. The former includes preparators, politeness markers, contrastive markers, downtoners, hedges, subjectivizers, understaters, and fillers. The latter includes question sentence, negative sentence, and adverbial clause of condition.
At the end of this study, the researcher has designed a practical lesson plan as a pedagogical illustration based on the empirical findings in the present research.

Reference ( 58 ) 〈TOP〉

吳佩怡（2006）。《當代臺灣國語語氣詞之研究──從核心語義和語用功能的角度探討》。臺北：國立臺灣師範大學碩士論文，未出版，臺北。
連結：
林欽惠（2003）。《漢語句末助詞「啊」之教學語法初探》。臺北：國立臺灣師範大學碩士論文，未出版，臺北。
連結：
陳懷萱（2004）。《漢語反問句的形式與意義分析》。臺北：國立臺灣師範大學碩士論文，未出版，臺北。
連結：
魏妙純（2006）。《漢語抱怨言語之母語和中介語對比分析──兼談美籍華語學生的第二語言教學》。臺北：國立臺灣師範大學碩士論文，未出版，臺北。
連結：
Austin, J. L. (1975). How to do things with words (2nd edition). Cambridge, Massachusetts: Harvard University Press.
連結：

Times Cited (17) 〈TOP〉

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