台灣日語學習者日文書信的文章構造問題分析——以請託信為主

The discourse analysis for Japanese letters of request written by Taiwanese students

本研究以100份的日文請託信例文和100份的台灣日文系三四年級生所寫的日文請託信為研究對象，試以兩種信的比較，歸納出台灣日語學習者日文請託信的表現問題點。在各100份的日文請託例文和台灣日文系三四年級生所寫的日文請託信中，根據筆者意圖與文的機能組合，本研究得到日文請託信的文章構造是由「I.開始部」、「II.展開部」、「III.終了部」3大段和「I—1.冒頭」、「I—2.書信開始問候」、「II—1.請託開始」、「II—2.請託展開」、「II—3.請託終了」「III—1.書信結束問候」、「III—2.終結」7文段所組成。就分析結果來看，本研究共從台灣學生的日文請託信中得出了4個問題點。1.台灣日語學習者的請託信中的「II.展開部」有內容不足傾向2.台灣日語學習者的請託信中的「II—3.請託終了」有內容不足傾向3.台灣日語學習者的請託信中，每句中少有複數以上的文的機能；用字遣詞較為直接不如日文例文信婉轉4.台灣日語學習者所寫的請託信中，不少的學習者在信中提出請對方幫忙的事項後，便直接跳過結束／統整請託的話題的「II—3.請託終了」，直接進入「III.終了部」階段，此「謝謝」結束整個請求書信內容。

In this study, I analyzed 100 samples of Japanese request letters written by native Japanese speakers and 100 Japanese request letters written by Taiwanese students who have middle to high Japanese proficiency.Regarding the results, I found following each writer’s intention and the function of every sentence, both in native Japanese speakers’ request letter samples and Taiwanese students’ Japanese request letters, we can see a “request letter structure” that is formed by 3 main paragraphs: “I. the beginning”, “II. the developing section”, and “III. the end section”. There are also 7 minor types of paragraph: “I-1. the beginning of the letter”, “I-2. the initial greeting in the letter”, “II-1. the initial part of the request”, “II-2. the developing part of the request”, “II-3. the final part of the request”, “III-1. the final greeting of the letter”, and “III-2. the ending of the letter”.By comparing these 2 types of Japanese letters, I found 4 writing problems in Taiwanese students’ Japanese request letters, specifically:1.in most of these letters, they don’t have a formal expression in “II. the developing part”.2.they don’t have a strong request ending in “II-3. the final part of the request” compared to Japanese letter samples.3.the sentences in Taiwanese students’ letters are too direct and not soft enough. 4.Taiwanese students skip “II-3. the final part of the request” and go to “III. the ending part of the letter” directly from “II-2. developing part of the request”.After requesting their teacher to write a letter of recommendation for them, regardless of whether their teacher will accept it or not, students finish the letter by the greeting words: “take care and thank you”.