The Pragmatlis Of Requests--Survey Of Japanese Learners Of Chinese

Pragmatic competence is one of the important components in language teaching,which aimed to cultivate the ability to communicate fluently with native speakers in target language of L2 learners.However,during cross-cultural communication,L2 learners always have pragmatic problems due to the impact of L1 transfer."Request speech act" belongs to directive speech acts with causative nature,which could threatening the face and freedom of others.When this word is used inappropriately,the person who was asked easily to have negative impressions or resistance towards the requester,leading to communication failure.As a returned students in Japanese,combining the own advantages,the author choose Japanese Chinese Language Learners as the research objects.Based on the speech act theory of Searle,the politeness principles of Geoffrey Leech,the facing saving theory of Brown&Levison,this study consult the CCSARP research frame of Blun-Kulka and other scholars and collect required corpus and date through distribute the questionnaire about Discourse-completion-test.The goal of this study is to compare the difference and similarities of pragmatic strategies in directives speech acts between the Japanese Chinese Language Learners(hereinafter referred to as "learners")and Chinese native speakers(hereinafter referred to as "native speakers")and pragmatic characteristics of learners in different stages.Proceed to the next step,this study will analyze reasons lead to difference,and hope to provide reference suggestions to pragmatic teaching Chinese as a foreign language.After comparing,there is a significant difference in groups between native speakers and learners in levels on the use of alerters.The biggest gap appears between primary learns and native speakers,the ultimate learners is the transition stage,and the advanced learners is closest to native speakers;on the use of supportive moves,the ultimate learners have the highest frequency,then are the advanced learners and primary learners.About the types of using,there are extremely significant differences between the two sides,learners use apologies more than acknowledgement,and native speakers are on the other side;on the use of head acts,both native speakers and learners take indirect request strategy as main strategy,but non-conventional indirect requests,the use rate of native speakers is about twice that of learners.Through analysis,it is found that learners have unique characteristics of they own on request three sequence.Firstly,there are four characteristics in initial behavior language:(1)on the use of salutations,native speakers have various forms,but learners relatively single and rigid in this aspect,and often directly call others’ full name.(2)On the greeting,at the beginning of the topic,native speakers often used to use salutations and learners inclined to greets.(3)in polite language,excessive overuse about "please,excuse me" occurred on learner.(4)on the use of reminders,learners tend to express with apologies.Secondly,in supportive moves,learners tend to use negative politeness.Thirdly,in head acts,regardless of social status and the degree of intimacy,learners’ ask strategies are decided by activeness and passivity of required matters.That is,if the required event is sent passively,the direct strategies>indirect strategies,while if the required event is sent actively,the direct strategies<indirect strategies.Last but not the least,this study conclude three main elements that affect learners’ required speech acts:L1 transfer,cultural difference,and level of target language.