華語電子郵件語篇分析與教學實踐：跨語境對比研究

Discourse Analysis of Chinese Emails and Ped-agogical Applica-tions: A Cross-Contextual Study

電子郵件是現代各種場域的溝通媒介，郵件寫作能力的培養成為語語言教學領域的重要課題。然而，目前學界仍缺乏針對華語郵件的語篇分析與教學實踐。本研究旨在補足此缺口，採用語步分析方法，解析華語母語者撰寫的郵件，歸納語篇結構與語境作用，並據此提供寫作教學指引。研究設定的收件對象為師長與同學，溝通目的涵蓋請求、邀請、感謝、拒絕。分析結果顯示，各類郵件都由五個語步組成：開啟溝通、點明主旨、支援主旨、預示結束、結束溝通，每個語步可區分多個語階。位於頭尾的語步一、四、五建立互動框架，達成人際功能，内部語階趨向一致；位於中段的語步二、三承載核心內容，發揮傳訊與人際功能，內部語階因溝通目的而異。跨語境對比結果指出，溝通目的與社會地位影響郵件的複雜性與間接性，社會地位進而形塑完整性與正式性。具體而言，請求與拒絕郵件比邀請與感謝郵件更仰賴語用策略的支援；面對師長比面對同學體現更高的禮貌程度。基於上述結果，本研究提出五步十階的教學模式，整合語篇與語境的知識建構。教學實驗結果證實，此模式能有效幫助學習者掌握寫作慣例，提供其融入華語郵件社群的參照依據。

Email is a pervasive medium of communication across contemporary domains, making the development of email writing competence a crucial concern in language teaching. However, discourse analysis and pedagogical application targeting Chinese-language email writing remain limited. To address this gap in research, the present study adopts a move analysis approach to examine emails written by native speakers of Chinese, aiming to identify discourse structures and contextual factors so as to provide pedagogical guidelines for teaching email writing in the Chinese language. The analysis focuses on two recipient types (professors and peers) and four communicative purposes (request, invitation, gratitude, and refusal). The results show that all email types share a five-move structure: initiating communication, stating the purpose, supporting the purpose, projecting closure, and closing communication, within which multiple steps are realized. The opening and closing moves (Moves 1, 4, and 5) establish the interactional frame and primarily serve interpersonal functions, displaying relatively stable step patterns. In contrast, the moves in the middle of the structure (Moves 2 and 3) convey core content and simultaneously fulfill informational and interpersonal functions, with variations in internal step realization depending on the communication purpose. Cross-contextual comparisons further indicate that communicative purpose and social status jointly shape the complexity and indirectness of email discourse, while completeness and formality are largely conditioned by social status. Specifically, request and refusal emails rely more heavily on pragmatic strategies than invitation and gratitude emails, and emails addressed to professors consistently exhibit higher levels of politeness than those directed to peers. Drawing on these findings, the study proposes a five-move, ten-step pedagogical model that integrates the construction of discoursal and contextual knowledge. The results of an instructional experiment demonstrate that this model effectively facilitates learners’acquisition of writing conventions and provides a principled framework for their appropriate participation in Chinese-language email communities.