中文抱怨語之研究-以國小、國中、高中、大學學生之用法為例

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研究生：	張惠美 May Huei-Mei Chang
論文名稱：	中文抱怨語之研究-以國小、國中、高中、大學學生之用法為例 Complaints in Chinese-The Case of Elementary School, Junior High School, Senior High School, and College Students
指導教授：	曹逢甫 Feng-Fu Tsao
口試委員:
學位類別：	碩士 Master
系所名稱：	人文社會學院 - 語言學研究所 Institute of Linguistics
論文出版年：	2001
畢業學年度：	89
語文別：	英文
論文頁數：	130
中文關鍵詞：	抱怨語、言談行為、禮貌
外文關鍵詞：	Complaints, Speech acts, Politeness
相關次數：	點閱：3 下載：0
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人們受到社會化(socialization)的影響，會盡力維持人際關係和諧(social harmony)。然而使用抱怨語卻會破壞這種和諧，但是抱怨者(complainer)一方面希望能夠繼續維持與被抱怨者的和諧關係，另一方面又希望被抱怨者能夠改善他的不被喜愛的行為(offensive act)，因此使用抱怨語也有直接(direct)或不直接(indirect)，以及禮貌(polite)和不禮貌(impolite)的情況。在人們學習語言的過程中，不僅是學會字、詞、語法、語意，仍需要學會語言的使用技巧(the use of language)。本研究主要是探討國小至大學學生(九到二十歲)的抱怨語式(the speech act of the complaint)之發展，包含抱怨類型(complaint types)、抱怨策略(complaint strategies)、以及抱怨用語(complaint modifications)的使用狀況。
本研究經由錄音(tape recording)以及問卷調查(questionnaire)兩種方式收集語料，來探討國小至大學學生抱怨語式的使用變化，是否會因為語境、年齡、和性別之因素而有所不同。本文並以卡方檢定(Chi-square)的統計法來分析抱怨語式。結果我們發現以下幾點：

1.國小至大學學生使用抱怨類型或抱怨策略會隨著不同情境而改變。這是因為在不同的情境中，抱怨者以及被抱怨者的權利和義務不同而導致學生們使用不同的抱怨類型或抱怨策略。

2.學生使用抱怨類型會隨著年齡不同而有所改變。國小孩童以及國中生較常使用當面抱怨(Faced complaint)以及非當面抱怨(Non-faced complaint)，然而高中生以及大學生則是較常當面抱怨(Faced complaint)或乾脆放棄抱怨(Opting out)兩種抱怨種類。這顯示了年紀較小的孩童傾向以要求被抱怨者(complainee)改善其不被喜歡行為(offensive act)為主。然而年紀較大的學生則選擇不同的抱怨策略。雖然大部分人仍然選擇當面抱怨(Faced complaint)，但是人數較國小國中生少，而且次多人是有時選擇選擇放棄抱怨(Opting out)。這顯示了年紀較大的學生為了維持人際和諧關係，而不做有損對方面子的行為(FTA)。

3.就使用抱怨策略來看，使用當面抱怨策略並不隨著年紀的增加而改變。但是使用非當面抱怨策略則有年紀上的差別。年紀小的學生傾向請求老師或他人幫忙(Asking for help)，年紀大的學生則是傾向發牢騷(Grumble)。

4.不同年齡層的學生在使用抱怨用語有明顯的不同。除了小學生之外，年紀小的學生比較少用不禮貌的用語，然而年紀大的學生則時常使用不禮貌的用語。這可能是因為心理發展(psychological development)或人際關係網絡稠密度(the density of personal network structure)有關。

5.從資料中顯示，男生使用不禮貌抱怨語比例來得比女生高。

經由本研究的結果，我們發現在學學生並不是全然隨著年紀增長而使用較禮貌的抱怨語，這可能是因為學生的生活環境大多在校園中，所接觸的人事物並不是太複雜，因此社會化程度不深。只有出社會開始工作的人，在面臨複雜的人際關係，才有可能開始充分的社會化，而使用較客氣禮貌的抱怨語。

The purpose of this study is to investigate the developmental, situational, and sexual differences of using complaints in Mandarin Chinese as used in Taiwan by children, junior high students, senior high students, and college age students. Three aspects of complaints are examined: complaint types, complaint strategies, and complaint modifications. These three aspects are related to the use of the complaint and can determine the directness or indirectness scale of the complaint.
Two methods are adopted to collect the data for complaints: tape-recordings and questionnaires. Chi-square test is applied to test the data. The results are summarized as follows:

1.The use of complaint types and complaint strategies are different situations where the rights and the obligations of the complainer and the complainee are different.

2.There are developmental differences in the use of the complaint types. Elementary school students and junior high students prefer to use the strategies of Faced complaints or Non-faced complaints. However, senior high and college students often use the strategies of Faced complaints or Opting out. This result shows that the younger people are more inclined to ask the complainee to repair his/her offensive act, so they will use a more indirect means, such as all strive to Faced complaint or asking the third party to help them to reach this goal. Nevertheless, for maintaining social harmony, younger people by using Faced complaints, and older people by selecting Opting out in order to avoid a Face Threatening Act (FTA).

3.There are no developmental differences in the uses of Faced complaint strategies, but there are distinctions in the uses of Non-faced complaint strategies. Younger students prefer to ask their teachers for help, but older students select a Grumble strategy

4.Younger students use fewer impolite modifications than older students because of the psychological development or the density of their personal network structure.

5.In my data, the males use impolite complaints more than the females.

The results show that older students do not always use proportionally more indirect and polite complaints. The reasons for this surprising result may be that the social relationships of the students are very simple, whereas people in the work field face complex social relations, are more fully socialized, and therefore use more indirect and polite complaints.

中文摘要             I
Abstract             III

Acknowledgements     V

Table of Contents            VI

List of Figures              IX

List of Tables               X

List of Terms and Abbreviations      XII

Chapter One  Introduction    1

1  BACKGROUND      1

2  MOTIVATION      2

3  OBJECTIVE               4

4  OUTLINE OF THIS THESIS  4

Chapter Two  Literature Review       6

1  POLITENESS THEORY       6

1.1        The Conversational-Maxim View   6

1.2        The Face-Saving View    7

1.3        Politeness in Chinese   10

1.4        Discussion and Conclusion       11

2  RELATED WORKS   14

Chapter Three        Framework       23

1  THE DEFINITION OF A COMPLAINT   23

2  THE CLASSIFICATION OF COMPLAINTS        29

2.1        Mixed-faced Complaint   31

2.2        Faced Complaint 32

2.3        Non-faced Complaint     32

2.4        The Classification Of The Event Of Complaint    33

2.4.1      Offensive Action        33

2.4.2      State Of The Object Of Complaint        33

2.5        The Classifications Of The Complainee   34

2.6        The Classifications Of The Hearer       35

2.6.1      Total Responsibility    36

2.6.2      Partial Responsibility  36

2.6.3      No Responsibility       37

2.6.4      Having Power Without Responsibility     37

2.7        Summary 38

3  THE STRATEGIES USED WITH COMPLAINTS     39

3.1        Faced Complaint 40

3.2        Non-faced Complaint     43

4  MODIFICATIONS   45

4.1        Internal Modifications  45

4.1.1      Downgraders     46

4.1.2      Upgraders       49

4.2        External Modifications  50

4.2.1      Mitigating Modifications        50

4.2.2      Aggravating Modifications       51

5  CONCLUSION AND SUMMARY  52

Chapter Four Methodology     56

1  SUBJECTS                56

2  MATERIAL                57

2.1        The Design Of The Questionnaire 57

2.2        Content         59

3  PROCEDURES      60

3.1        Natural Recording       60

3.2        Questionnaire   60

4  THE CRITERIA FOR A VALID QUESTIONNAIRE  60

Chapter Five Data Analysis   62

1  INTRODUCTION    62

2  COMPLAINT TYPES 62

2.1        Elementary School Students’ Complaint Types    63

2.2        Junior High School Students’ Complaint Types   63

2.3        Senior High School Students’ Complaint Types   64

2.4        College Students’ Complaint Types      65

2.5        Gender Variables        65

2.6        Comparison of the Complaint Types across Age Groups     68

3  COMPLAINT STRATEGIES    70

3.1        Faced Complaint Strategies      70

3.1.1      Elementary School Students’ Faced Complaint Strategies 70

3.1.2      Junior High Students’ Faced Complaint Strategies       70

3.1.3      Senior High Students’ Faced Complaint Strategies       71

3.1.4      College Students’ Faced Complaint Strategies   72

3.1.5      Gender Variables        72

3.1.6      Comparison of Faced Complaint Strategies across Age Groups      73

3.2        Non-Faced Complaint Strategies  74

3.2.1      Elementary School Students’ Non-Faced Complaint Strategies     74

3.2.2      Junior High Students’ Non-Faced Complaint Strategies   75

3.2.3      Senior High Students’ Non-Faced Complaint Strategies   75

3.2.4      College Students’ Non-Faced Complaint Strategies       76

3.2.5      Gender Variables        76

3.2.6      Comparison of Non-Faced Complaint Strategies across Age Groups  77

3.2.7      Hearer Variables        78

4  MODIFICATIONS   79

4.1        Polite and Impolite Modifications       80

4.2        Gender Variables        82

5  SUMMARY         85

Chapter Six  Discussion      88

1  SITUATIONAL VARIABLES   88

1.1        Exceptions to Complaint Types   89

1.2        The Exceptions In Complaint Strategies  91

2  AGE VARIABLES   93

2.1        Complaint Types 93

2.2        Complaint Strategies    93

2.3        Modifications   95

3  GENDER VARIABLES        99

Chapter Seven        Conclusion      103

1  SUMMARY OF THIS STUDY   103

2  SUGGESTIONS FOR FURTHER RESEARCH        105

References           107

Appendix:  Questionnaire     110

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