系統識別號 | U0002-2602201611034800 |
---|---|
DOI | 10.6846/TKU.2016.00873 |
論文名稱(中文) | 調查台灣大學生在電郵寫作上的「請求」和「禮貌」策略使用 |
論文名稱(英文) | An Investigation of EFL Students’ Request and Politeness Strategy Use in Email Writing |
第三語言論文名稱 | |
校院名稱 | 淡江大學 |
系所名稱(中文) | 英文學系博士班 |
系所名稱(英文) | Department of English |
外國學位學校名稱 | |
外國學位學院名稱 | |
外國學位研究所名稱 | |
學年度 | 104 |
學期 | 1 |
出版年 | 105 |
研究生(中文) | 蘇琬婷 |
研究生(英文) | Wan-Ting Su |
學號 | 899110083 |
學位類別 | 博士 |
語言別 | 英文 |
第二語言別 | |
口試日期 | 2016-01-12 |
論文頁數 | 169頁 |
口試委員 |
指導教授
-
王藹玲(wanga@mail.tku.edu.tw)
委員 - 蔡麗娟 委員 - 杜佩純 委員 - 胡映雪 委員 - 林銘輝 |
關鍵字(中) |
EFL大學生 英文請求策略 英文禮貌策略 電郵開頭及結尾 EFL學生電郵寫作架構 性別和策略使用 |
關鍵字(英) |
EFL university students request strategies politeness strategies email openings and closings EFL students’email writing structures gender and strategy use |
第三語言關鍵字 | |
學科別分類 | |
中文摘要 |
本研究目的旨在調查台灣大學生在電郵寫作時對於他們老師做出請求所用的請求及禮貌的策略為何。更進一步地檢視學生的電郵請求信中整體寫作架構及開頭和結尾方式大略為何,還有當請求的情境不同時,所用及之策略是否也跟著不同。本研究參與對象為128位研究者本身任教的其中一所台灣私立大學授課之大二英文的同學們。為了執行本研究目的,由Blum-Kulka,House,和Kasper (1989) 所研發使用的「跨文化言語行為實現計畫框架」修改版,英文簡稱CCSARP框架,以及Brown和Levinson (1987) 的「禮貌理論」個別被用來量化分析這些台灣大學生的「請求」和「禮貌」方面的策略使用。質化部份則是使用了Corbin和Strauss (2008) 的「紮根理論」來分析學生們使用電郵寫作時的基本架構為何,開頭和結尾方式又為何。本研究結果顯示,大致上來講學生們的寫作架構偏混雜,並沒有一定遵循某種固定方式而寫,即便內容架構混雜,大部分學生的開頭和結尾都趨於正式,譬如:開頭會使用 「Dear + 老師職稱」來稱呼老師,結尾部分會使用「sincerely yours +學生名字」來做結尾。在請求策略的使用上,學生們最常使用的策略為「傳統間接請求策略」。在禮貌策略的使用上,學生們最常使用的策略為「負面禮貌策略」。至於「性別差異」大致說來在學生請求及禮貌策略的使用上並無顯著差異。針對未來相關方面的研究建議會放在本論文最後章節來做討論。 |
英文摘要 |
This study investigated EFL university students’ request and politeness strategy use while writing request emails to their instructor at a private university in Taiwan. It furthermore examined students’ email openings and closings and their writing structures in each request situation to find out whether those structures would differ as the situation changed. The participants in this study were 128 sophomore students who were from the researcher’s English classes at this university. In order to fulfill the purpose of the study, an adapted version of Blum-Kulka, House, and Kasper’s (1989) Cross-Cultural Speech Act Realization Project (CCSARP) framework and Brown and Levinson’s (1987) Politeness Theory were used to analyze students’ request and politeness strategy use respectively, and Corbin and Strauss’s (2008) Grounded Theory was used to analyze the qualitative part of students’ email openings and closings and their writing structures. The results of the study showed that students’ overall writing formats were quite mixed in general. Most students tended to use a formal way (e.g., Dear + title) to address their teacher and a formal way (e.g., sincerely yours + student’s name) to close their emails. The request strategy they used the most was conventionally indirect strategy, and the politeness strategy they used the most was negative politeness strategy. Generally speaking, there was no gender difference in students’ use of request and politeness strategies. Suggestions and implications have been made at the end for future research studies. |
第三語言摘要 | |
論文目次 |
Table of Contents Page Acknowledgements……………………………………………………………… i 中文提要………………………………………………………………………… ii 英文提要………………………………………………………………………… iii Table of Contents………………………………………………………………... iv List of Tables…………………………………………………………………….. vi Chapter I. Introduction…………………………………………………………… 1 Background and Motivation…………………………………….. 1 Research Purpose………………………………………………... 2 Research Questions……………………………………………… 3 Significance of the Study………………………………………... 3 Limitation of the Study………………………………………….. 5 Definition of Terms……………………………………………… 6 II. Literature Review…………………………………………………….. 7 Emails………………………………………………………………… 7 The Use of Request Strategies in Emails………………....................... 26 The Use of Politeness Strategies in Emails…………………………… 48 Language and Gender………………………………………………… 59 III. Methodology…………………………………………………………. 63 Participants………………………………………………………. 63 Instruments………………………………………………………. 66 Procedure………………………………………………………... 68 Data Analysis …………………………………………………… 71 IV. Results………………………………………………………………… 74 EFL University Students’ Overall Email Writing Structures in Different Situations…………………………………………………… 75 Email Structure for Situation One: Request for Information……. 75 Email Structure for Situation Two: Request for Appointment….. 80 Email Structure for Situation Three: Request for Feedback…….. 83 Email Structure for Situation Four: Request for Due Date Extension………………………………………………………… 86 Email Structure for Situation Five: Request for Recommendation Letter………………………………………… 88 Email Structure for Situation Six: Request for Revising Cover Letter………………………………………………….................. 91 EFL University Students’ Request Strategy Use……………………... 95 Request for Information……………………………………….... 98 Request for Appointment………………………………………... 99 Request for Feedback………………………………………......... 101 Request for Due Date Extension………………………………… 102 Request for Recommendation Letter……………………………. 104 Request for Revising Their Cover Letter………………………... 106 EFL University Students’ Politeness Strategy Use…………………… 108 Request for Information…………………………………………. 111 Request for Appointment………………………………………... 113 Request for Feedback……………………………………………. 115 Request for Due Date Extension………………………………… 117 Request for Recommendation Letter……………………………. 119 Request for Revising Their Cover Letter………………………... 121 EFL University Students’ Use of Openings and Closings in Their Request Emails………………………. ……………………………… 124 Situation 1: Request for Information……………………………. 125 Situation 2: Request for Appointment…………………………... 125 Situation 3: Request for Feedback………………………………. 126 Situation 4: Request for Due Date Extension…………………… 126 Situation 5: Request for Recommendation Letter………………. 127 Situation 6: Request for Revising Cover Letter…………………. 127 The Role of Gender in Students’ Request and Politeness Strategy Use 129 V. Discussions and Implications………………………………………… 133 EFL University Students’ Overall Writing Structures……………….. 133 University Students’ Use of Request Strategies……………………… 135 University Students’ Use of Politeness Strategies……………………. 140 The Openings and Closings of Students’ Emails……………………... 142 The Role of Gender in Students’ Request and Politeness Strategy Use 143 Conclusion……………………………………………………………. 144 Suggestions for Further Research…………………………………….. 145 References……………………………………………………………………….. 148 Appendix A. Table 3.1-3.2……………………………………………………… 155 Appendix B. 學生寫英文電郵的相關背景資料調查…………………………. 159 Appendix C. Interview Questions……………………………………………….. 164 Appendix D. Table 4.19-4.23……………………………………………………. 165 List of Tables Table Page 2.1 Selective Comparison of Email Characteristics with Characteristics of Face-to-face Speech (Baron, 2003, p. 87)………………………. 9 2.2 Forms of Address (Hallajian & David, 2014, p. 89)………………. 24 2.3 Use of Deference “Dear” in Openings (Hallajian & David, 2014, p. 90)………………………………………………………………….. 24 3.3 The Arrangement of Time for Students’ Written Assignments……… 69 3.4 Statistical Methods Used in Each Question………………………… 73 4.1 The Placement of Students’ Email Request (n= 468)………………. 94 4.2 EFL University Students’ Overall Request Strategy Use in All Situations (N = 468)………………………………………………... 96 4.3 EFL University Students’ Request Strategy Use While Requesting for Information from Their Instructor (N = 73)……………………. 98 4.4 EFL University Students’ Request Strategy Use While Requesting for Appointment with Their Instructor (N = 82)…………………… 100 4.5 EFL University Students’ Request Strategy Use While Requesting for Feedback from Their Instructor (N = 78)………………………. 101 4.6 EFL University Students’ Request Strategy Use While Requesting for a Due Date Extension from Their Instructor (N = 86)…………. 103 4.7 EFL University Students’ Request Strategy Use While Requesting for Recommendation Letter from Their Instructor (N = 84)………. 105 4.8 EFL University Students’ Request Strategy Use While Requesting for Revising Their Cover Letter from Their Instructor (N = 65)….. 106 4.9 EFL University Students’ Overall Politeness Strategy Use in All Situations (N = 468)………………………………………………... 109 4.10 EFL University Students’ Politeness Strategy Use While Requesting for Information from Their Instructor (N = 73)……….. 111 4.11 EFL University Students’ Politeness Strategy Use While Requesting for an Appointment with Their Instructor (N = 82)…… 114 4.12 EFL University Students’ Politeness Strategy Use While Requesting for Feedback from Their Instructor (N = 78)………….. 116 4.13 EFL University Students’ Politeness Strategy Use While Requesting for a Due Date Extension from Their Instructor (N = 86)……………………………………………………………. 118 4.14 EFL University Students’ Politeness Strategy Use While Requesting for Recommendation Letter from Their Instructor (N = 84)…………………………………………………………….. 120 4.15 EFL University Students’ Politeness Strategy Use While Requesting for Revising Their Cover Letter from Their Instructor (N = 65)…………………………………………………………….. 122 4.16 EFL University Students’ Use of Email Openings and Closings…... 128 4.17 Male and Female Students’ Request and Politeness Strategy Use in General (N = 468)………………………………………………….. 130 4.18 Male and Female Students’ Request and Politeness Strategy Use While Requesting for an Appointment with Their Teacher (N = 82)……...................................................................................... 132 |
參考文獻 |
References Al-Gahtani, S., & Roever, C. (2012). Proficiency and sequential organization of L2 requests. Applied Linguistics, 33(1), 42-65. Baron, N. S. (2003). Why email looks like speech: Proofreading, pedagogy and public face. In J. Atchison & D. M. Lewis (Eds.), New Media Language (pp. 85-94). New York: Routledge. Baym, N. (2006). Language in computer-mediated communication. In K. Brown (Ed.), Encyclopedia of Language & Linguistics (pp. 523-529). Oxford: Elsevier. Biesenbach-Lucas, S. (2005). Communication topics and strategies in e-mail consultation: Comparison between American and international university students. Language Learning & Technology, 9(2), 24-46. Biesenbach-Lucas, S. (2006). Making requests in e-mail: Do cyber-consultations entail directness? Toward conventions in a new medium. In K. Bardovi-Harlig, C. Felix-Brasdefer, & A. Omar (Eds.), Pragmatics and Language Learning (pp. 81-107). Honolulu: University of Hawaii Press. Bisenbach-Lucas, S. (2007). Students writing emails to faculty: An examination of e-politeness among native and non-native speakers of English. Language Learning & Technology, 11(2), 59-81. Bippus, A. M., Kearney, P., Plax, T. G., & Brooks, C. F. (2003). Teacher access and mentoring abilities: Predicting the outcome value of extra class communication. Journal of Applied Communication Research, 31(3), 260-275. Bloch, J. (2002). Student/teacher interaction via email: The social context of Internet discourse. Journal of Second Language Writing, 11, 117-134. Blum-Kulka, S., & Levenston, E. A. (1987). Lexical-grammatical pragmatic indicators. Studies in Second Language Acquisition, 9(2), 155-170. Blum-Kulka, S. (1987). Indirectness and politeness in requests: Same or different? Journal of Pragmatics, 11, 131-146. Blum-Kulka, S., & House, J. (1989). Cross-cultural and situational variation in requesting behavior. In S. Blum-Kulka, J. House, & G. Kasper (Eds.), Cross-cultural pragmatics: Requests and apologies (pp. 123-154). New Jersey: Ablex Publishing Corporation. Blum-Kulka, S., House, J., & Kasper, G. (1989). Investigating cross-cultural pragmatics: An introductory overview. In S. Blum-Kulka, J. House, & G. Kasper (Eds.), Cross-cultural pragmatics: Requests and apologies (pp. 1-34). New Jersey: Ablex Publishing Corporation. Blum-Kulka, S. (1991). Interlanguage pragmatics: The case of requests. In R. Phillipson, E. Kellerman, L. Selinker, M. S. Smith, & M. Swain (Eds.), Foreign/Second language pedagogy research: A commemorative volume for Claus Faerch (pp. 255-272). Clevedon: Multilingual Matters. Bolkan, S., & Holmgren, J. L. (2012). “You are such a great teacher and I hate to bother you but…”: Instructors’ perceptions of students and their use of email messages with varying politeness strategies. Communication Education, 61(3), 253-270. Boxer, D. (2002). Discourse issues in cross-cultural pragmatics. Annual Review of Applied Linguistics, 22, 150-167. Brown, P., & Fraser, C. (1979). Speech as a marker of situation. In K. Scherer & H. Giles (Eds.), Social markers in speech (pp. 33-63). Cambridge: Cambridge University Press. Brown, P., & Levinson, S. C. (1987). Politeness: Some universals in language usage. Cambridge: Cambridge University Press. Bunz, U., & Campbell, S. W. (2004). Politeness accommodation in electronic mail. Communication Research Reports, 21(1), 11-25. Chalak, A., Eslami Rasekh, Z., & Eslami Rasekh, A. (2010). Communication strategies and topics in e-mail interactions between Iranian EFL students and their instructors. International Journal of Language Studies, 4(4), 373-391. Chejnová, P. (2014). Expressing politeness in the institutional e-mail communications of university students in the Czech Republic. Journal of Pragmatics, 60, 175-192. Chen, C-F. E. (2001). Making e-mail requests to professors: Taiwanese vs. American students. Paper presented at the Annual Meeting of the American Association for Applied Linguistics in St. Louis, February 2001. (ERIC Document Reproduction Service No. ED 461 299) Chen, C. E. (2006). The development of e-mail literacy: From writing to peers to writing to authority figures. Language Learning & Technology, 10(2), 35-55. Chen, R., He, L., & Hu, C. (2013). Chinese request: In comparison to American and Japanese requests and with reference to the “East-West divide”. Journal of Pragmatics, 55, 140-161. Chen, Y. (2015). Developing Chinese EFL learners’ email literacy through requests to faculty. Journal of Pragmatics, 75, 131-149. Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Sage Publications, Inc. Danet, B. (2001). Cyberpl@y: Communicating online. Oxford: Berg Publishers. D’Souza, P. V. (1992). Electronic mail in academic settings: A multipurpose communication tool. Educational Technology, 32, 22-25. Duthler, K. W. (2006). The politeness of requests made via email and voicemail: Support for the hyperpersonal model. Journal of Computer-Mediated Communication, 11, 500-521. Economidou-Kogetsidis, M. (2009). Interlanguage request modification: The use of lexical/phrasal downgraders and mitigating supportive moves. Multilingua, 28, 79-112. Economidou-Kogetsidis, M. (2011). “Please answer me as soon as possible”: Pragmatic failure in non-native speakers’ e-mail requests to faculty. Journal of Pragmatics, 43, 3193-3215. Engward, H. (2013). Understanding grounded theory. Nursing Standard, 28(7), 37-41. Foral, P. A., Turner, P. D., Monaghan, M. S., Walters, R. W., Merkel, J. J., Lipschultz, J. H., & Lenz, T. L. (2010). Faculty and student expectations and perceptions of e-mail communication in a campus and distance doctor of pharmacy program. American Journal of Pharmaceutical Education, 74(10), 1-11. Gee, J. P. (2002). Literacies, identities, and discourses. In M. J. Schleppegrell & M. C. Colombi (Eds.), Developing advanced literacy in first and second languages: Meaning with power (pp. 159-175). Mahwah, New Jersey: Lawrence Erlbaum Associates. Ghavamnia, M., Tavakoli, M., & Rezazadeh, M. (2012). A comparative study of requests among L2 English, L1 Persian, and L1 English speakers. REVISTA ELECTRÓNICA DE LINGÜÍSTICA APLICADA, 105-123. Golato, A. (2003). Studying complement responses: A comparison of DCTs and recordings of naturally occurring talk. Applied Linguistics, 24, 90-121. Gordon, D., & Ervin-Tripp, S. (1984). The structure of children’s requests. In R. Schieffelbusch & J. Pickas (Eds.), The acquisition of communicative competence (pp. 83-106). Baltimore, MD: University Book Press. Gu, Y. (1990). Politeness phenomena in modern Chinese. Journal of Pragmatics, 14, 237-257. Gupta, N. (2012). E-mail etiquettes: Dos and don’ts. The IUP Journal of soft skills, 6(1), 29-37. Hallajian, A., & David, M. K. (2014). “Hello and good day to you dear Dr. …” Greetings and closings in supervisors-supervisees email exchanges. Procedia – Social and Behavioral Sciences, 118, 85-93. Hardford, B. S., & Bardovi-Harlig, K. (1996). “At your earliest convenience:” A study of written student requests to faculty. In L. F. Bouton (Ed.), Pragmatics and language learning. Monograph series volume 7 (pp. 55-69). Urbana, IL: DEIL. Hassini, E. (2006). Student-instructor communication: The role of email. Computers & Education, 47, 29-40. Hendriks, B. (2010). An experimental study of native speaker perceptions of non-native request modification in e-mails in English. Intercultural Pragmatics, 7(2), 221-255. Herring, S. C. (2002). Computer-mediated communication on the Internet. Annual Review of Information Science and Technology, 36, 109-168. Hill, B., Sachiko, I., Shako, I., Akiko, K., & Tsunao, O. (1986). Universals of linguistic politeness: Quantitative evidence from Japanese and American English. Journal of Pragmatics, 10(3), 347-371. Hinkle, S. E. (2002). The impact of e-mail use on study-faculty interaction. Journal of the Indiana University Student Personnel Association, 27-34. Holmes, J., & Stubbe, M. (2003). Power and politeness in the workplace: A sociolinguistic analysis of talk at work. London: Longman. Holtgraves, T., & Yang, J. (1992). Interpersonal underpinnings of request strategies: General principles and differences due to culture and gender. Journal of Personality and Social Psychology, 62(2), 246-256. Kerssen-Griep, J., Hess, J. A., & Trees, A. R. (2003). Sustaining the desire to learn: Dimensions of perceived instructional facework related to student involvement and motivation to learn. Western Journal of Communication, 67, 357-381. Kirkpatrick, A. (1991). Information sequencing in Mandarin letters of request. Anthropological Linguistics, 33(2), 183-203. Lai, K., & Hong, K. (2014). Technology use and learning characteristics of students in higher education: Do generational differences exist? British Journal of Educational Technology, 1-14. Leech, G. (2005). Politeness: Is there an East-West divide? Journal of Foreign Languages, 6, 1-29. Li, Y., & Ranieri, M. (2010). Are ‘digital natives’ really digitally competent? --- A study on Chinese teenagers. British Journal of Educational Technology, 41(6), 1029-1042. Martin, A. (2005). DigEuLit – a European framework for digital literacy: a progress report. Journal of Eliteracy, 2, 130-136. Retrieved February 10, 2016, from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.469.1923&rep=rep1&type=pdf McCune, J. C. (1997). E-mail etiquette. American Management Association, 14-15. Merrison, A. J., Wilson, J. J., Davies, B. L., & Haugh, M. (2012). Getting stuff done: Comparing e-mail requests from students in higher education in Britain and Australia. Journal of Pragmatics, 44, 1077-1098. Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6. Samar, R. G., & Alibakhshi, G. (2007). The gender linked differences in the use of linguistic strategies in face-to-face communication. Linguistics Journal, 3(3), 59-71. Scollon, R., & Scollon, S. B. K. (1983). Face in interethnic communication. In J. C. Richards and R. W. Schmidt (Eds.), Language and communication (pp. 156-158). London: Longman. Scollon, R., & Scollon, S. B. K. (1991). Topic confusion in English-Asian discourse. World Englishes, 10(2), 113-125. Spolsky, B. (2004). Sociolinguistics. Oxford: Oxford University Press. Stephens, K. K., Houser, M. L., & Cowan, R. L. (2009). R u able to meat me: The impact of students’ overly casual email messages to instructors. Communication Education, 58(3), 303-326. Vinagre, M. (2008). Politeness strategies in collaborative e-mail exchanges. Computers & Education, 50, 1022-1036. Walther, J. B. (1996). Computer-mediated communication: Impersonal, interpersonal, and hyperpersonal interaction. Communication Research, 23(1), 3-43. Wardhaugh, R. (2010). An introduction to sociolinguistics (6th ed.). Malden, MA: Blackwell Publishing. Wierzbicka, A. (1985). Different cultures, different languages, different speech acts. Journal of Pragmatics, 9, 145-178. Woodfield, H. (2005). Problematizing discourse completion tasks: Voices from verbal report. Paper presented at the 14th World Congress of Applied Linguistics (AILA), Madison, Wisconsin, USA. Woodfield, H. (2008). Problematizing discourse completion tasks: Voices from verbal report. Evaluation & Research in Education, 21, 43-69. Woodfield, H., & Economidou-Kogetsidis, M. (2010). ‘I just need more time’: A study of native and non-native students’ requests to faculty for an extension. Multilingua, 29, 77-118. Zhu, W. (2012). Polite requestive strategies in emails: An investigation of pragmatic competence of Chinese EFL learners. RELC Journal, 43(2), 217-238. |
論文全文使用權限 |
如有問題,歡迎洽詢!
圖書館數位資訊組 (02)2621-5656 轉 2487 或 來信