台灣日語學習者的“請求”語言行為之習得研究 ――以較慎重的請求信函為例

Study of Request Behavior Acquisition of Japanese Learners in Taiwan–Use the Formal Request Letter as Example

本研究以台灣的大學日文系學生用日文寫的請求信函，以及台灣和日本的大學生用母語寫的請求信函為研究資料，以橫斷研究方式分析台灣的大學日語教育中級及高級兩個階段學習者的“請託”語言行為之習得狀況及特徵。其結果如下：(1)有關策略的使用及文章結構方面，在中級階段較容易受到母語影響，進入高級階段則受母語影響相對減少。(2)依照收信者及信件目的之不同所使用的選擇性策略，以及在中文請求信函中較少使用的消極性禮貌策略兩方面，則是到了高級階段依舊難以習得。(3)有關請求用語的使用方面，則隨著學習階段的提升，能使用之種類亦隨之提升。到了高級階段已能夠活用數個不同的內部調節手段來調節請求用語的慎重禮貌程度，且正確度及適當性方面的問題點亦獲得改善。

Cross-Sectional Study was applied to analyze the conditions and characteristics of request behavior acquisition from those Intermediate and Advanced stages learners of universities in Taiwan. Following are the findings: (1) Regarding the usage of request strategy and article structure, those Intermediate stage learners are easier to be affected by their mother language than those Advance level leaners. (2) It is difficult to be acquired even for Advanced learners to use selectivity strategy based on different recipients and objectives of the letters and apply the rarely used negative politeness strategy in Chinese request letter. (3) Usage of request expression varieties can be improved with the advance in learning stages. Once reaching the advanced stage, they can nimbly use several different internal modifiers to control the level of politeness of request expression, and precision and properness of request expression are also improved.