| Summary: | 碩士 === 國立臺灣大學 === 華語教學碩士學位學程 === 107 === According to needs analysis of predecessors (Wang, 2006, 2011; Li, 2011; Du, 2014), Chinese language learners'' demand for business Chinese does exist, and the ability to express opinions during the meeting is also among the learner''s expectations. In addition to the influence of the mother tongue, the expressions of Chinese learners'' opinions are also affected by the guidance of the textbooks, so that the expressions are more limited. The practice of expressing objective opinion is, even more, lacking in textbooks.
This present study collected 269 minutes of natural speech corpus from the private small-scale company''s internal meeting. It is divided into two major analytical categories according to the type of objection, including 7 pragmatic strategies and 11 linguistic features. Supplemented by Brown & Levinson (1978, 1987), the Face-threating act (FTA) theory is used to rank the strength of the opposition strategy. It has been observed that even if the meeting context has obvious institutionality, the participants in the company are more familiar, therefore, the language performance is still mostly close to the ordinary conversation.
However, although the content and form are similar to the ordinary conversation, the analyzed data proves that the institutionality still could be seen within sentence structure and strategy used by the speakers. In addition to the lexical difference, the use of the opposing strategy in the sentence hierarchy, such as weakened strategies, and the interpretation composed by explanatory strategy are the proves of difference between original conversation and institutional talk.
The present study found that when the speaker expresses the objection, they often use a variety of strategies and linguistic features to generate subtle changes in the strength of the opposition, strengthen or weaken the face-threatening act. Furthermore, we found that when both sides speak with a higher-strength strategy or the turn becomes stagnant, a third person often joins and actively coordinates with suggestions or other weakened pragmatic strategies to make the dialogue go smoothly.
From the results of data analysis, the combination of various strategies and features, as well as vocabulary and sentence patterns have different functions, and represent different strengths. The present study used these results to design three-stage teaching activities based on the formulaic speech pedagogy, at the same time to provid teaching advice. The teaching activities include basic form-focused structures, comprehensive use of strategies, and thematic activities. It is recommended as a comprehensive exercise after multiple lessons. The purpose of present study is to practice the results derived from natural speech corpus in the teaching field, and provide an institutional language reference for objection expressions.
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