中国英语学习者使用[请求]策略的认知过程探究

An investigation into Chinese EFL learners' cognitive processes in their use of requesting strategy

本研究采用探查回忆访谈（recall protocol interviews）的实证研究方法从质析的分析角度，探索影响中国英语学习者在使用请求语用策略和相关礼貌原则中的认知过程的多层面的复杂因素，提示在理解并表达[请求]这个言语行为时，说话者因同时处理多重信息而经历的复杂的认知过程。在研究对象完成了预设有“请求”场景的角色转换练习后，笔者对他们进行了探查回忆访谈。研究表明，为了正确理解并表达请求这个言语语用行为，学习者在认知层面受到极大挑战，需要启用大量信息，并主要受到分析情境因素、选择社会语言表达法、使用请求语用策略、性别差异意识、监控语言形式的使用和跨文化交际差异等六大因素的影响。笔者认为，学习者偏离目标语语用范例不应被视为简单的语用失误，而是他们在二语言语行为表达中的“双重文化身份”导致他们的语用表达呈现中介特征。该研究成果为语言教师设计并实施相关课程、运用有效的课堂教学法以提高学生语用能力提供一些启示，在进行显性语用教学（explicit pragmatic instruction）的同时尊重学生的文化身份选择。

This empirical study investigates the multi-layered factors that may affect Chinese EFL learners' cognitive processes and their interlanguage pragmatic strategy use， with the speech act of requests and politeness principles as central elements for analysis. It aims to unveil the cognitively complex processes involved in comprehending and producing requests， given that a requester has to activate a handful of information simultaneously. Recall protocol interviews were conducted after participants performed simulated role plays that involved making requests. Content analysis was adopted and 6 thematic categories emerged which characterized the participants' decision making processes during request realization. The findings show that language learners went through a cognitively challenging process of confronting the complication of language facility that had masked their pragmatic intention. It is argued that pragmatic deviations from the native norm should not be regarded merely as [errors]， but rather， as an interlanguage pragmatic feature resulting from the bicultural identity that the second language learners assumed when performing speech acts. This study contributes to helping Chinese EFL teachers make informed decisions about the design and implementation of materials and the use of efficient methodologies to enhance learners' pragmatic competence.