請求行為是人們溝通常見的言語行為，說話者得採取禮貌方式來達成溝通目的。而數位時代的到來，電子郵件逐漸成為人們溝通的主要管道，此溝通方式具有獨樹一格的語用特徵（謝佳玲、張氏慶茹、王悠峽，2020； Zhu，2017； Pham & Yeh，2020）。有鑒於目前漢語電子郵件與其他語言對比之研究及教學應用相當缺乏，而且來臺留學的越籍學生增加，本研究透過網路問卷調查的方式，收集漢語母語者、越語母語者及越籍漢語學習者的請求電子郵件，對比漢語與越語的語用策略，同時分析學習者的語用策略趨勢，最後將此結果應用於漢語學習者的教學設計及教案。
研究結果顯示，漢語與越語請求核心行為呈現明顯的差異，漢語傾向使用「詢問類型」提出請求，而越語偏好採取「希望陳述」及「直接提問」。越籍漢語學習者在使用漢語請求策略時，傾向使用「希望陳述」、「詢問類型」及「直接提問」。整體上學習者使用的語用策略更接近越語的使用趨勢。就內部修飾結果而言，漢語與越語所使用的句法修飾亦有所差異，漢語母語者最常使用的句法修飾為「包孕子句」，越語母語者及越籍漢語學習者則較常使用「目的關係複句」。然而在詞彙修飾上，漢語、越語與學習組呈現鮮明的相同點，三組皆常使用「禮貌標記」與「態度標記」。在輔助策略上，漢語、越語及學習者組使用的語步也較為類似。整體而言，相較於核心行為及句式內部修飾，學習者更容易掌握漢語輔助策略及詞彙修飾之使用。
綜上所述，漢語與越語的電子郵件請求策略存在顯著差異，且學習者使用漢語提出請求的方式仍深受母語影響。本研究將結果應用於針對越籍漢語學習者的教學，希望幫助學習者掌握及應用漢語請求電子郵件的特徵，達到跨文化溝通目的。
關鍵詞：漢越對比、請求、語用策略、電子郵件、漢語教學

Making requests is a common speech communication behavior. Speakers must consider adopting a polite way to achieve the purpose of communication. Email has become a primary channel for people to communicate. Email communication has unique language usage (Hsieh, et al. 2020; Zhu, 2017; Pham & Yeh, 2020). In view of the lack of research and teaching applications comparing Chinese e-mail with other languages, and the increase of Vietnamese students coming to Taiwan to study. This study relied upon Chinese native speakers, Vietnamese native speakers, and Vietnamese-Chinese learners using online questionnaires. It compared pragmatic strategies of Chinese and Vietnamese native speakers and analyzed learners' differences. These pragmatic strategies have been applied to instructional design and lesson plans for students learning Chinese.
Overall, on the head act strategies. Chinese tends to use "inquiry question", while are more likely to use a " hope statement " and "direct question". Vietnamese Chinese learners tend to use " hope statement ", " inquiry question " and "direct question". In terms of internal modification results, the most common syntactic modification in Chinese is the relative sentence, while the Vietnamese language uses the purpose-relative complex sentence. However, in terms of lexical modification, Chinese, Vietnamese and Vietnamese-Chinese learners have have a similarity as the three groups use politeness markers and attitude markers. The supportive move results show that the Chinese, Vietnamese, and study groups have more similarities. There are more differences than similarities in the use of emails in Chinese and Vietnamese. Learners' use of Chinese request strategies is deeply influenced by the usage habits of native speakers.
There are more differences than similarities in the use of emails in Chinese and Vietnamese. Learners' use of Chinese request strategies is deeply influenced by the usage habits of native speakers. This research may have a positive benefit in that the above instructional design recommendations may help learners to master the Chinese use of using requests appropriately in emails, and promote cross-cultural communication in this specific area of language usage.
Keywords: Chinese-Vietnamese contrast, request, pragmatic strategies, email, Chinese teaching

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