批評作為一種嚴重威脅面子的言語行為，在本質上帶有很強的面子威脅性，故對學習者來說是語言學習與使用的難點。然而目前對批評的研究尚在起步階段，在定義與策略分類的系統性上仍待加強，加上前人多從社會權勢和跨文化對比的角度進行探討，較少論及主題與性別因素的影響，無法呈現批評行為的整體面貌。是故本研究從主題與性別的角度切入，藉此探究台灣漢語母語者批評策略的使用現象以及主題、性別因素對批評的影響，期能為漢語學習者提供一個參考的依據，減少語用上的失誤。
　　本研究以三份問卷作為研究工具。問卷（一）、（二）為一般問卷，旨在探究批評主題的特質；問卷（三）為言語情境補全問卷，目的在於了解男女母語者實施批評的方式。三份問卷在實施程序上有先後之分，在題目設置上亦密切相關。
　　研究結果顯示，在不親不疏的平輩關係中，台灣漢語母語者傾向使用間接性較低的批評策略，其中主體策略以『指謫行為』的使用率最高；次類策略則以『評論策略』所占百分比最多。這個現象表面看似違背漢文化含蓄、委婉的溝通方式，實則一定程度受到主題的影響。母語者進行批評時考量的主題因素有三：適宜性、嚴重性、修正性。母語者會避免批評外貌形體和先天能力類的主題，同時隨著主題嚴重性提高，偏向採用直接的策略。另外，當主題具備修正的可能性時，『勸說策略』和『要求策略』的使用率即明顯提升。本次研究亦證明性別因素確實對母語者批評策略的選擇造成影響。男性說話者傾向使用直接性高的策略，女性的批評策略則較間接。在面對男性聽話者時，男女說話者皆趨向直接批評；對於女性聽話者則相對間接。
　　在教學應用上，本文以研究發現為依據，檢視和分析市面上兩套漢語教材的批評教學，並在教學活動設計裡著重批評語用意識和語言形式的訓練，希望藉此提升學生的語用與自學能力。

　　Because criticism is a highly face-threatening speech act, it is very difficult for to learn how to use it appropriately in a second language. However, the study of criticism is still in its early stages, and the categorization of criticism strategies is still somewhat unsystematic. Furthermore, previous research on criticism has focused primarily on social power and cross-cultural comparison, with little attention paid to topic or gender, and is therefore unable to provide a complete picture of the use of criticism. For this reason, this study focuses on gender and topic, and examines how criticism is used by Taiwanese native speakers of Mandarin, and how gender and topic influence criticism. It is hoped that this will help learners of Mandarin Chinese avoid pragmatic errors.
　　This study used three questionnaires as research tools: the first surveyed topics’ seriousness, the second surveyed the topics’ appropriateness of criticism, and the third surveyed the differences between the ways male and female native speakers make criticisms. The questionnaires were conducted in a set order, and the questions in each were closely interrelated.
　　The survey’s results revealed that when the two interlocutors are acquaintances of equal status, Taiwanese native speakers of Mandarin tend to use relatively direct strategies; of these accusation acts are most common. The second most common strategy was evaluation. In terms of topics, the surveys revealed that native speakers avoided criticizing other’s appearance and innate competence, while the directness of their criticism increased with the seriousness of the topic. Also, in cases where the speaker believed that the hearer would be able to rectify the problem, the use of persuasive strategies and request strategies increased. This study also showed that gender is indeed a factor in the choice of criticism strategies. Male speakers tended to use more direct strategies, while female speakers were more indirect. When speaking with male listeners, both male and female speakers tended to be more direct, and more indirect when speaking with female listeners.
　　Finally, this study provides an overview and analysis of the teaching of criticism strategies in teaching materials currently available, in the hopes that it will help increase learners’ pragmatic ability in the future.

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教材
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