先前道歉中介語的研究已探討過許多口語道歉語言行為策略、非口語道歉語言行為策略、以及對於道歉的回應。然而在這些研究當中卻沒有探討過英語為外語的台灣學生對於道歉語言行為之口語與非口語回應。因此，為了更加瞭解台灣學生在道歉的回應和美國人有何差異，本研究分別比較其如何回應道歉的語言、語氣、臉部表情、及肢體動作。受試者分為兩組，第一組為學習英語為外語的六十位台灣大學生，第二組為三十位美國人。語料收集的工具為言談情境填充問卷。六十位學習英語為外語的台灣大學生及三十名美國人皆填寫言談情境問卷，藉由言談情境填充問卷收集受試者在「冒犯類型」和「道歉策略」二項變數下對道歉語言行為之口語與非口語回應的語料，並以卡方檢定和t檢定來做分析。結果顯示，這兩組在此兩項的變數影響之下，口語和非口語的回應都有顯著的差異。在對於道歉的口語回應方面，接受道歉是台灣大學生最常使用的回應，而迴避道歉是美國人最常使用的回應。而在對於道歉的非口語回應方面，台灣學生最常以正常語氣、微笑、輝手示意沒關係這三種肢體語言回應道歉，而美國人則最常以正常語氣、沒表情、沒動作這三種肢體語言回應道歉。此研究可提供台灣英語教學者指導學生正確回應道歉的方式。

Previous studies on interlanguage speech act of apology have investigated verbal strategies of apology, nonverbal strategies of apology, and responses to apology, while little research has been done on verbal and nonverbal responses to apology performed by EFL college students in Taiwan.   Therefore, aiming to have a better understanding about the difference between EFL college students in Taiwan and Americans when responding to apology, the study compares the verbal and nonverbal responses of the EFL college students in Taiwan and the Americans to apology.  The participants consist of two groups, 60 EFL college students in Taiwan and 30 Americans.  A Discourse Completion Test (DCT) was used to collect data.  Chi-Square Tests and t-Tests were conducted to analyze the data.  The results showed that the two groups of participants perform significantly different when responding to apologies under different types of offenses with different apology strategies.  In the aspect of verbal responses to apology, acceptance of apology was the most frequently used by the EFL college students in Taiwan, while avoidance to apology was the most frequently used by the Americans.  As for the nonverbal responses to apology, the EFL college students in Taiwan used normal tones, smiling, waving hands most frequently to respond to apologies, while the Americans used normal tones, no facial expressions, and no gesture most frequently to respond to apologies.  The implication of the study could provide English teachers with insightful information on the teaching of the appropriate ways to respond to apologies.

TABLE OF CONTENTS
ACKNOWLEDGEMENTS i
CHINESE ABSTRACT ii
ENGLISH ABSTRACT iii
TABLE OF CONTENTS v
LIST OF TABLES viii

CHAPTER ONE INTRODUCTION	1
 1.1 Background and Motivation	1
 1.2 Statement of the Problem	4
 1.3 Purpose of the Study	6
 1.4 Research Questions  	7
 1.5 Significance of the Study	7
 1.6 Definition of Terms	8
CHAPTER TWO REVIEW OF THE LITERATURE	9
 2.1 Cross-Cultural Communication	9
 2.2 Cultural Dimensions and Communication	10
 2.3 Communicative Competence	12
 2.4 Communication Strategies	13
 2.5 Speech Act	15
 2.5.1 Speech Act of Apology	16
 2.5.2 Politeness	17
 2.5.3 Previous Research on Apology strategies	18
 2.6 Verbal Communication	24
 2.6.1 Categorizations of Verbal Communication	24
 2.6.2 Functions of Verbal Communication	25
 2.7 Nonverbal Communication	26
 2.7.1 Categorizations of Nonverbal Communication	27
 2.7.2 Cultural Differences in Nonverbal Communication	27
 2.7.3 Functions of Nonverbal Communication	29
 2.8 Verbal Strategies of Apology	31
 2.9 Nonverbal Strategies of Apology	32
 2.10 Responses to Apology	32
CHAPTER THREE METHODOLOGY	35
 3.1 Participants	35
 3.2 Instruments	36
 3.2.1 Discourse Completion Task	36
 3.2.2 Validity of the DCT	38
 3.3 Procedures	38
 3.4 Data collection	39
 3.5 Data analysis	40
 3.6 Coding System	41
 3.6.1 Types of Offense	41
 3.6.2 Apology Strategies	41
 3.6.3 Responses to Apology (Verbal responses)	42
 3.6.4 Acceptance	42
 3.6.5 Tone, Facial Expression, and Body Language (Nonverbal Responses)	42
CHAPTER FOUR  RESULTS AND DISCUSSION	43
 4.1 Types of Offense and Responses in DCT	43
 4.1.1 Types of Offense and Responses (EFL learners and Americans)	43
 4.1.2 Comparison of Responses between EFL Learners and Americans	51
 4.2 Comparison of the Levels of Acceptance of EFL Learners and Americans	52
 4.3 Types of Offense and Tone in DCT	58
 4.3.1 Types of Offense and Tone in DCT (EFL Learners and Americans)	58
 4.3.2 Comparison of Tones with EFL Learners and Americans	65
 4.4 Types of Offense and Facial Expressions	66
 4.4.1 Types of Offense and Facial Expressions (EFL Learners and Americans)	66
 4.4.2 Comparison of Facial Expressions between EFL Learners and Americans	72
 4.5 Types of Offense and Body Language	73
 4.5.1 Types of Offense and Body Language (EFL Learners and Americans)	74
 4.5.2 Comparison of Body Language with EFL Learners and Americans	79
CHAPTER FIVE CONCLUSIONS	81
 5.1 Summary	81
 5.2 Pedagogical Implication	82
 5.3 Limitations of the Study	82
 5.4 Suggestions for Future Study	83
REFERENCES	85
APPENDIX 1 Chinese Version of DCT Questionnaire	91
APPENDIX 2 English Version of DCT Questionnaire	101

LIST OF TABLES
Table 1 Offense of Inconvenience and Responses	44
Table 2 Offense of Social Gaffe and Responses	45
Table 3 Offense of Space and Responses	47
Table 4 Offense of Talk and Responses	48
Table 5 Offense of Possession and Responses	49
Table 6 Offense of Time and Responses	50
Table 9 Offense of Social Gaffe and Tones	60
Table 10 Offense of Space and Tones	61
Table 11 Offense of Talk and Tones	62
Table 12 Offense of Possession and Tones	63
Table 13 Offense of Time and Tones	64
Table 15 Offense of Social Gaffe and Facial Expressions	68
Table 16 Offense of Space and Facial Expressions	69
Table 17 Offense of Talk and Facial Expressions	70
Table 18 Offense of Possession and Facial Expressions	71
Table 19 Offense of Time and Facial Expressions	72
Table 20 Offense of Inconvenience and Body Languages	74
Table 21 Offense of Social Gaffe and Body Languages	75
Table 22 Offense of Space and Body Languages	76
Table 23 Offense of Talk and Body Languages	77
Table 24 Offense of Possession and Body Languages	78
Table 25 Offense of Time and Body Languages	78

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