113年06月22日  

研究生：廖苑茜

指導教授: 白查理  博士/ 陳錦慧 博士

抱怨對話語境中的語用禮貌原則之呈現: 以TOEIC 聽力教材為例

Realizing Pragmatic Politeness in the Context of Complaint Conversations: Taking Teaching Materials of TOEIC Listening Section as Examples 

摘要:

本研究旨在通過檢視 TOEIC 抱怨語境中的禮貌標記和言語行為來增強台灣英語教育中的語用能力教學。編碼手冊中的「綜合視角框架」突出了禮貌標記和言語行為在有效溝通中的相互聯繫性，通過探索禮貌標記、相應的言語行為和說話者角色，彌補了現有研究的不足。

內容分析顯示，最常見的禮貌標記是與請求結構模式相關的。其次，禮貌問候或吸引注意的表達也頻繁出現，通常伴隨稱呼或自我介紹同時出現。另外發現各角色看重的主要言語行為模式不同，呈現如下趨勢：主管角色(R1) 偏好頻繁使用 "請求"、"問候/吸引注意" 和 "建議" 這三類言語行為。下屬角色 (R2) 偏好頻繁使用 "感謝" 言語行為。投訴者/客戶角色 (R3) 偏好頻繁使用 "請求" 和 "問候/吸引注意" 這二類言語行為。服務或商品提供者角色 (R4) 偏好頻繁使用 "道歉"、"提供幫助"和 "請求" 這三類言語行為。同事對同事角色 (R5) 偏好頻繁使用 "請求"、"其他陳述" 和 "問候/吸引注意" 這三類言語行為。

掌握這些言語行為模式能增強特定角色的溝通成效，巧妙地與各角色會採用的「禮貌策略」,混搭運用能相甫相成產生大於二的功效。修改英語課程設計應側重於掌握各種請求結構的禮貌標記，並教授禮貌的問候語、吸引注意的表達、稱呼和自我介紹，以有效管理互動。學生還應學習如何同時策略性地整合多種禮貌標記，以確保言語行為具備禮貌性。通過不同類別/角度的禮貌策略來理解言語行為，教導學生從多角度看待言語行為，分析並應用不同的禮貌策略，以增強他們的語用能力。此外，教授學生使用更禮貌的標記，如用“我擔心”或“我不想顯得很苛刻”來代替“老實說”，可以將中性批評轉化為禮貌反饋。 

關鍵字: 禮貌標記 、禮貌策略 、言語行為 、社會情境 、說話者角色 、語用能力 、綜 合視角 、禮貌策略類別 

Abstract:

     This study aims to enhance pragmatic competence teaching in Taiwan by examining politeness markers and illocutionary speech acts in TOEIC complaint scenarios. An 'integrated perspective framework' in a coding manual highlights their interconnectedness for effective communication, bridging gaps by exploring politeness markers, corresponding speech acts, and speaker roles and providing insights to improve non-native learners'

interactions with native speakers. 

The content analysis revealed that the most essential frequent politeness markers were those related to request structure patterns. The second critical frequent politeness marker patterns (merging

variables) relate to polite greetings or attention-getting expressions, often found with personalizations or self-introductions. The top speech act patterns for each role were identified as follows: for the supervisor role (R1), the predominant patterns were "Request," "Greeting/getting attention," and "Suggestion." For the subordinate role (R2), "Thanking" was the most frequent pattern. The complainer/client role (R3) primarily used "Request" and "Greeting/getting attention." The service or goods provider role (R4) was characterized by "Apology," "Offering assistance," and "Request." Lastly, for the colleague-to-colleague role (R5), the essential patterns were "Request," "Other representative," and "Greeting/getting attention." Mastering these patterns enhances role-specific communication effectiveness, enhancing the described politeness strategies of each role. 

Modifications in English course design should focus on mastering various request-structured politeness

markers and teaching polite greetings, attention-getting expressions, personalization, and self-introduction for effective interaction management. Students should also learn to concurrently integrate multiple politeness

markers strategically to ensure polite speech acts. Understanding speech acts through descriptors like 'highlighting areas for improvements' and 'seeking additional information' should prioritize teaching different politeness strategies to enhance pragmatic competence. Moreover, teaching students to use more polite preparatory markers such as "I'm afraid" or "I don't want to be horrible about it" instead of "To be honest" can refine neutral criticism into polite feedback. 

Keywords: Politeness Marker, Politeness Strategy, Illocutionary Speech Act, Social Context, Speaker Roles, Pragmatic Competence, Integrative perspective, Politeness Strategy Descriptors