Whorf理論假說中提出了語言結構塑造抽象概念，並能進一步建構人類世界。因此，透過其假說佐證了一個概念 — 「在同一族群裡，所使用同樣的語言，代表了此特殊次團體」，替實際實驗提供了相當有力的理論基礎。在同樣的假說建構基礎下，每種語言都有其獨特豐富的運作模式。只要屬於相同語言模式運作下的次團體，都會沉浸在不同的自然語言情境之中，此為社會語言及文化框架下交互形成的溝通捷徑。
     此研究融合了傳統跨文化語用學以及社會語言學研究方式，採用「提出請求」的語言行為，探討文化以及語言的關係。並進一步針對在台灣以英文為其第二外語的語言學習者其語言使用的實際情況加以研究，並討論與美國當地英語母語人士語言行為的異同。
研究提案涵括了「加強語言課程中的文化了解內容」以及「從社會語言學角度切入」等兩大面向，同時也針對此教學設計問卷調查。接著從融入跨文化語用學理念的教學與研究和量化問卷統計數據分析來觀察，並結合課堂觀察報告、訪談、建構對話等質性分析加以建構論述。在前述方法交互提供佐證下，本研究以文化以及語言的關係為主的教學方式傾向提出以下結論。
     教學方式可能促進學習者語言學習動機，並在建立其語言學習的社會語言學感知之長期目標具有增強效果。透過對文化了解課程、社會語言學以及跨文化語用學等三大面向，增加第二語言學習上的正面協助效益，同時也提供了以英語為其外國語言學習者，在語言情境下其溝通能力可能有所缺陷的彌補策略。此研究結果及發現傾向於以下建議，未來英語教學在此相關研究及教學方向下，明確的指引跨文化語言使用上的同異解說教學可能明顯的提高教學效率。

The assumption from the Whorfian Hypothesis that language shapes our world view provides an accurate account of languages use suggests that language, the shaper of ideas, serves as an empirically valid basis for the group of people who speak the  language. If such is the case, every language should be a rich system which readily allows learners to overcome any predispositions, such as sociolinguistic and cultural frames. The current study explores this notion by administering a combination of a pilot pragmatic study on requesting in a fireign language and sociolinguistics issues involved in the requesting act on the example of learners of English as a foreign language. The protocol involved participants addressing multiple-choice items after taking a series of cultural understanding courses through sociolinguistics perspective from multi-media material. Statistical analyses of survey responses of nonnative and native speakers and qualitative analyses such as classroom observations, interviews and Discourse Completion Tasks (DCT), with reference to operationalized cross-cultural pragmatic norms, provides tentative evidence that the cultural understanding curriculum regarding English collocations builds learners’ long-term goal in sociolinguistics and hightens intrinsic motivation. The interwoven elements of culture, sociolinguistics, and cross-cultural pragmatic in second language acquisition also compensate for communcative competence setbacks and concerns. The present study results and findings tentatively suggest that explicit cross-cultural pragmatic instruction better facilitates acquisition of English as a foreign language (EFL) than implicit instruction does.

TABLE OF CONTENTS
THESIS COVER	I 
中文摘要	II
ABSTRACT	III
ACKNOWLEDGEMENTS	IV
TABLE OF CONTENTS	V
LIST OF TABLES	VIII
LIST OF FIGURES	VIII
CHAPTER ONE	9
INTRODUCTION	9
MOTIVES	9
1.1	STATEMENT OF THE PROBLEMS	12
1.2 PURPOSE OF THE STUDY	13
1.3	SIGNIFICANCE OF THE STUDY	14
1.4 RESEARCH QUESTIONS	15
1.5 DEFINITION OF TERMS	16
1.6 ORGANIZATION OF THE THESIS	17
CHAPTER TWO	18
LITERATURE REVIEW	18
2-1.	OVERVIEW	18
2.1.1 Introduction	18
2.1.2 Culture and Language	20
2.1.3 Language Socialization	21
2.1.4 Socio-Cultural Critiques	22
2.1.5. Cross-Cultural Pragmatics Integrated & Sociolinguistics Embedded-Toward the Communicative Competence Concern	23
2.1.6 Brief Research Rationale	25
2-2.	CULTURAL BOUND—THE BRIDGE BETWEEN THE CULTURAL GAP AND LANGUAGE TEACHING	27
2.3 LANGUAGE SOCIALIZATION---GROUNDING THEORY IN CHARGE OF QUALITATIVE SATURATION	30
2.4 SOCIO-CULTURAL THEORY— ACTIVITY THEORY— A HISTORY OF FORMATION	32
2.5 SOCIOLINGUISTIC	35
2.5.1 A Dynamic Paradigm	35
2.5.2 Speech Community	38
2.6 CULTURAL CONTEXT—THE KEY TO COMPREHENSION—FROM THE PERSPECTIVE OF “COGNITIVE DEVELOPMENT AND INFORMATION PROCESSING”	40
2.7 CROSS-CULTURAL PRAGMATICS & SOCIOLINGUISTICS IN CLASSROOM	41
2.7.1 Overview	41
2.7.2 Cross-Cultural Pragmatic Instruction—Explicit and Implicit	42
CHAPTER THREE	44
METHODOLOGY	44
OVERVIEW	44
3.1 DATA COLLECTION	45
3.1.1 The Research Questions	45
3.1.2 Participants	46
3.2 PROCEDURE	47
3.2.1 Rationale for Research Treatment	47
3.2.2 Some General Considerations	48
3.2.3 The Strategies of Lecture	50
The Lecture Sample：	50
3.3	PROCESS AND INSTRUMENTS	51
3.3.1 Instrument	51
3.3.1.1 Weekly Classroom Lecture and Monthly Conference	51
3.3.1.2 Surveys	52
3.3.1.3 Semi-Structured Interview：	54
3.3.1.4 Interviews/Observational Dialogues	56
3.3.1.5 The Validity and Reliability of the Data Collection Procedure Evaluation	57
3.3.2 Research Treatment	57
3.3.3 Data Analysis Instruments	58
CHAPTER FOUR	60
RESULTS AND DISCUSSION	60
4.1 SPEECH ACT FROM DISCOURSE COMPLETION TASK	60
4.1.1 Data Analysis	61
4.1.2	Chinese-English Collocations – Table 4.1	66
4.2	CREATIVE DIALOGUE FROM L2 LEARNERS	68
4.2.1 Data Analysis	68
4.3 SUMMARY	71
4.3.1 Participants’ Overall Performance	71
4.3.2 Discussion	73
4.4 CLASSROOM OBSERVATION AND SURVEY	75
4.4.1 Introduction	75
4.4.2 Statistic Outcome	75
4.4.3 Six Categories and Teaching Implications	75
4.4.4 Conclusion and Summary	82
4.4.4.1 Cross-Cultural Pragmatic Awareness	83
4.4.4.2	Language is a System Instead of a Translation	84
4.4.4.3	Teacher’s Instruction Matters	86
CHAPTER FIVE	87
FINDINGS AND DISCUSSIONS	87
5.1 FINDINGS AND DISCUSSIONS OF RESEARCH QUESTION 1	88
5.2	FINDINGS AND DISCUSSIONS OF RESEARCH QUESTION 2	89
5.2.1 Commentary 1 – Greetings	90
5.2.2 Commentary 2 – Imitation and Internalization	91
5.3	FINDINGS AND DISCUSSIONS OF MAIN RESEARCH QUESTION	93
5.3.1 Overview	93
5.3.2 Classroom Report	96
5.3.2.1 The Early Two Months	97
5.3.2.2 The Fifth Month	98
5.3.2.3 The Ninth Month	100
5.3.2.4 The Last Period	102
5.3.2.5	After this Program	104
5.3.3	Summary and Conclusion	105
CHAPTER SIX	109
SUMMARY AND CONCLUSION	109
6.1 SIGNIFICANCE OF THE STUDY	109
6.1.1 Introduction	109
6.1.2 Defining the Issue	110
6.1.3 Teaching Cultural Bound Collocations	112
6.1.3.1	Learner-Centered Curriculum and Instructors’ Notional-Functional Syllabi	112
6.1.3.2 Receptive Skill Development	115
6.1.3.2.1 Commentary 1 – Building Connections Meaningfully	116
6.1.3.2.2 Commentary 2 — Learner’s Proficiency Level and Teacher’s Professional Intuition and Knowledge	117
6.2 SUMMARY	119
6.3 SUMMARY OF THE MAJOR FINDINGS AND SOME PEDAGOGICAL IMPLICATIONS	121
6.3.1 Explicit Cross-Cultural Pragmatic Instruction	121
6.3.2 Notional-Functional Syllabus	123
6.3.3 Cross-Cultural Pragmatism and Teachers’ Expertise	124
6.4 LIMITATIONS AND FUTURE RESEARCH SUGGESTIONS	126
6.5	CONCLUSION	129
REFERENCES	132
APPENDICES	144
APPENDIX A	144
Research survey 1 from TESOL Program in Taiwan	144
Research survey 2 from TESOL Program in Taiwan	149
APPENDIX B	154
DISCOURSE COMPLETION TASK QUESTIONNAIRE	154
APPENDIX C	157
FIGURES AND STATISTIC RESULT OF THE CATEGORIES	157
APPENDIX D	172
STATISTIC OUTCOME	172

List of Tables 
TABLE 2.1  FORMAL AND INFORMAL REQUEST: COMPARISON OF SCALES FROM TWO EFL TEXTBOOKS	36
TABLE 2.2  FORMAL AND INFORMAL REQUEST: COMPARISON OF SCALES FROM TWO EFL TEXTBOOKS	36
TABLE 3.1  KASPER AND DAHL CATEGORIZATION	57
TABLE 4.1  LEARNERS’ POSSIBLE CROSS-CULTURAL ERRORS	66



List of Figures
FIGURE 4.1  PARTICIPANTS’ OVERALL PERFORMANCE-UNDERSTANDING AND CROSS-CULTURAL PAGMATIC APPROPRIATENESS	71
FIGURE 4.2  PARTICIPANTS’ OVERALL PERFORMANCE-EXPRESSING, UNDERSTANDING AND CROSS-CULTURAL PRAGMATIC APPROPRIATENESS	72

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