請託寫推薦信的電子郵件寫法之指導──以學習者的電子郵件為主（A Study on the Guidance for Requesting Reference Letters: Based on the Students' Emails Written）

推薦書を依頼するメールの書き方の指導について──学習者のメールに基づいて

本稿透過商務日本語的教學實踐課程來概觀請託寫推薦信的電子郵件中的敬語表現並加以檢討，進而指出與考察全體指導與個別修正指示的效果。特別針對文章展開中的標題、收件人姓名、主題的導入（自己的身份與姓名的表明、突然寄電子郵件的道歉、寄電子郵件的理由、事由的說明）、考量造成收件人負擔的措辭、請託的表現、提示截止日的措辭、最後的問候語、自己的資訊等一連串的內容來做探討，結果發現對於學習者所帶來的效果可分為以下三點。1）可獲得確定的效果是學習者寫出「請託的表現」、「事由的說明」、「最後的問候語」。2）可獲得一定程度的效果是學習者寫出「標題」、「收件人姓名」的「姓名與尊稱．職位名稱」、「自己的身份與姓名」的「學系、學年、姓名」、「突然寄電子郵件的道歉」、「寄電子郵件的理由」、「考量造成收件人負擔的措辭」、「提示截止日的措辭」、「自己的資訊」的「學系、學年、姓名」。3）較難獲得效果的是學習者不寫「收件人姓名」的「後面的名字」、「自己的身份與姓名」的「班級、姓名的唸法」、「提示截止日的措辭」的「西曆年」、「自己的資訊」的「班級」。

The study in this paper is concerned with a discussion of honorific expressions observed in the development of sentences in the actual use of Business Japanese in order to see the effects of teaching achieved by in-class teaching as well as individualized correctional instructions. Sentences were made to develop in the order of the Title, The name of the addressee, Introduction of the Purpose, words of Apology for burdening the addressee, expressions of Request, words concerning the Due Date, Parting Words, and finally the Information concerning the Addresser. The observation of the flow of these items has identified the following 3 topics: 1) Rather high effects were recognized in the writing of ''expressions of request'', ''circumstances surrounding mailing'', and ''parting words''. 2) Average effects were found in writing ''the title'', ''professional title of the addressee'', ''addresser's name, years in college, name of department'', ''apology and reason for mailing'', ''apologetic words for burdening'', ''words concerning the due date'', ''sender's information''. 3) Effects were rather hard to recognize in the areas of ''name under addressee'', ''identifying the class and the pronunciation of name of addresser'', ''date according to A.D. in the words for announcing the due date'', and ''lack of writing the class for sender's information''.