現代人的社交圈已從現實世界逐漸轉向網路世界，社交平台中又以臉書的使用率最高，然而臉書社團中常見的請求及分享行為的語用研究卻尚未出現。有鑑於此，本文將華語臉書社團作為研究對象，根據Blum-Kulka等人（1989）提出的CCSARP請求策略架構分析語料，統計請求行為及分享行為的主體策略和輔助策略使用頻率，探討臺灣華語母語者在行使請求、分享行為時使用的策略及不同性別下使用策略的異同，最後將結果應用於華語教學中。
本文蒐集臉書社團中男性與女性語料共800筆，時間範圍涵蓋2019到2021，分析的重點為請求及分享行為中使用者採取的主體策略、輔助策略類型與策略結構分佈。研究結果顯示，臺灣華語使用者在行使請求及分享行為時皆偏好選擇多樣的策略，在主體策略的選擇上，請求行為中最常使用的是提問策略；分享行為中最常出現的是評價策略，至於輔助策略，兩項言語行為最常使用的皆是自述策略。在不同性別的變因下，兩性在行使請求行為時，女性使用了更多的表願策略，輔助策略中男性使用了更多的自述策略；在行使分享行為時，男性選擇了更多的描述策略，輔助策略上，女性使用了更多的釋因策略，反映男女語用策略不同的特徵。
本文依據研究結果，提供符合外籍學習者在網路進行請求及分享行為的教學建議，期盼提高學習者於網路世界中正確行使請求及分享行為之能力。

In recent years, people’s social circles have gradually shifted from the real world to the online world, and Facebook is the most used social media platform. However, there are not many pragmatic studies on the common requesting and sharing behaviors in Facebook groups. Therefore, this thesis focuses on the Chinese-language Facebook community and analyzes the corpora collected according to the CCSARP request strategy framework proposed by Blum-Kulka et al. (1989). The frequency of using head acts and supportive moves for requesting and sharing is calculated, and the differences and similarities in the strategies used by Taiwanese native speakers of Chinese when performing requesting and sharing speech acts, in addition to differences in gender, are explored.
A data set of 800 Facebook social media messages from males and females, covering the period from 2019 to 2021 was analyzed. The data were analyzed for the frequency of head acts, supportive moves and the structuring of strategies of different users when performing requesting and sharing speech acts. The results of the study showed that Taiwanese native speakers of Chinese preferred a variety of strategies for both requesting and sharing speech acts. In terms of the preference of head acts, the most frequently used strategy used for requesting was the questioning strategy; the most frequently used strategy used for sharing was the evaluation strategy, and the most frequently used strategy for both speech acts in terms of supportive moves was the self-reporting strategy. When men and women make requests, women used more formative strategies and men used more self-referential strategies in terms of supportive moves; when engaging in sharing behavior, men chose more descriptive strategies and women used more explanatory strategies in terms of supportive moves, reflecting the different characteristics of pragmatic strategies of men and women.
Based on the results of the study, this paper provides recommendations for teaching CSL learners' abilities to make requests and share information online, with the hope of improving learners' ability to perform linguistically and culturally appropriate requesting and sharing behaviors in the online world.

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