CHAPTER 5 CONCLUSION
5.2 I MPLICATION FOR F UTURE R ESEARCHES
5.2 Implication for Future Researches
Due to the lack of the English native speakers’ data, the study cannot conclude that whether EFL-H’s or EFL-L’s linguistic expressions are closer to native-like expressions. Therefore, similar studies should provide the comparison between NS and NNS data in order to examine whether subjects’ English proficiency would influence their performances on different tasks. In addition, the participants involved on DCT and role play are two different groups of students, which may result in the inconsistency of the responses as Sasaki (1998) and Yamashita (1996) suggested.
Therefore, future studies should have the same groups of subjects for different experiments. Moreover, the number of the subjects is small in the present study; hence, the results cannot be overgeneralized. Also, more subjects are needed for the future researches. In addition, there are still a variety of Chinese particles involved in the
data of the present study, such as MA (嗎), OU (哦), YE (吔), and so on. Those particles might also have certain functions from pragmatic aspects; therefore, further studies are called for in order to investigate the pragmatic functions of different types of Chinese particles in different types of speech act realizations. Moreover, future researches on methodological issue also have to address gender differences, including speaker gender and interlocutor gender. Finally, in order to increase the validity of data elicitation methods, further studies on methodological issue should include the analysis of the responses obtained from naturally occurring data from both native speakers of Chinese and English for cross-cultural comparison.
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APPENDIX
APPENDIX A: Questionnaire: Chinese Version for NS-C 基本資料：
姓名: 學校: 學號：
系級： 系/碩/博 年級：_________ 性別：□男 □女 年齡：□ 16~19 □ 20~23 □ 24~27 □ 28~31 □ 32~35
居住地：_________________縣/市 聯絡電話：
E-mail：
1. 請將下列你會說的語言，依學習的先後順序標明 1,2,3…
□國語 □台語 □客語 □英語 □其他:
2. 您是否曾經去過英語系國家？ □沒有 □有，去過 如果有，請問待了多久?
原因：□留學□暑期遊學 □移民 □其他：
4. 請問你從何時開始學英文：□幼稚園 □國小 □國中 5. 請問你在家跟父母說英文嗎？□是 □否
6. 請問你學英文的時間大約有幾年：____________ 年
7. 請問你學習英文的動機？ □課業 □留學 □求職 □其它：
8. 請問你有外國朋友嗎？□有 □沒有
9. 請問你接觸英文的方式有哪些？並請勾選每天接觸的時間有多少？
□學校課程： □1 小時以下 □1~3 小時 □4~6 小時 □7 小時以上 □電視、電影：□1 小時以下 □1~3 小時 □4~6 小時 □7 小時以上
名稱：
□ 廣播、CD： □1 小時以下 □1~3 小時 □4~6 小時 □7 小時以上
名稱：
□ 報紙、雜誌：□1 小時以下 □1~3 小時 □4~6 小時 □7 小時以上
名稱：
□ 英美人士：□常常交談 □僅書信連絡 □不常聯絡
□ 其它方式：
說明： 請閱讀以下狀況題，假設您碰到這樣的狀況，想像您會說些什麼，並 且在分析這個狀況後圈選出您認為的分數 5、4、3、2 或 1， 5 的程度最強 烈，1 的程度最弱，以此類推。
請注意：本卷的狀況題內，將與您對話的對象皆為 「本國人」 ；請使用中文 回答。
範例: 你是一位餐廳的服務生，你看到靠窗那桌的小姐，飲料已經喝完了，當
你將杯子收起來的時候，他說：小姐，不好意思，我還要用。
這個狀況的嚴重程度很 ---高---- 5 ○4 3 2 1--低-- 你會為此道歉的機率很 ---高---- 5 4 ○3 2 1--低--
這時你會說： 啊 ！ 不 好 意 思 ， 我 再 給 您 一 杯 好 嗎 ？ 這種要道歉的情況，對我來說難度很 --- 高 -- 5 ○4 3 2 1 ----低-- 這種要情況下，我的道歉被接受的機率很 --- 高 -- 5 4 3 ○2 1 ----低-- 狀況 1: 你是林里涂教授的助理，你們一起去參加一個很重要的國際會議，他要 你跟著去參加，以幫忙確定他演講當天的流程、器材等等都不會有問題，當他要 開始演講的時候，才發現你忘記把他要演講的投影片，帶來存到演講會場的電腦 裡了，後來教授只能用口頭講述，還表示，要是有電子資料一定會比較精彩。
這個狀況的嚴重程度很 ---高--- 5 4 3 2 1 ----低-- 你會為此道歉的機率很 ---高--- 5 4 3 2 1 ----低-- 這時你會說：
這種要道歉的情況，對我來說難度很 ---高--- 5 4 3 2 1 ---低--
這種要情況下，我的道歉被接受的機率很 ----高--- 5 4 3 2 1 ---低—
狀況 2: 上次你跟你的指導教授胡南生開會，你不小心把他的書挾帶走了，你回家
狀況 2: 上次你跟你的指導教授胡南生開會，你不小心把他的書挾帶走了，你回家