本研究探討臺灣兩套華語文教材對話之請求公式。通過與臺灣大學生請求策略的比對，發現教材與學生之請求公式雖頗為相似，但也有些許差異。大致說來，教材與臺灣學生多傾向間接請求策略，並在請求中心語之前先陳述理由。當面對高位者如教師時，教材及學生多會使用「教授」或「老師」等稱謂詞作為起始行為語，以顯示尊重且符合華人社交禮貌之稱謂準則。若以請求策略類型來看，則學生之請求策略類型較為多元，使用的策略數亦較多。當面對高位者，學生還會採用輔助策略如問候語「老師好」，或道歉語「抱歉打擾您」、「不好意思」等禮貌標語；而在請求中心語之後，亦會表達感謝，而教材則無此設計。建議教材編寫應添加禮貌標記語的功用。

This study compared the request semantic formula in two sets of Mandarin textbooks to the request strategies of Taiwanese students. The results showed that the textbooks and the students were similar in that both favored indirect request strategies combining with a statement of reasons. In addition, complying with the address maxim of Chinese politeness, both the textbooks and Taiwanese students used titles such as “jiào shòu (professor)” or “lǎo shī (teacher)” to show respect towards a person of high status. Apart from these similarities, the students differed from the textbooks regarding the uses of politeness expressions as supportive strategies. For example, when interacting with a high-status, most students would begin with greeting “lǎo shī hǎo (teacher good)”, apologizing “bào qiàn dǎ rǎo nín (Sorry to bother you)”, or “bù hǎo yì sī (I’m sorry)” at the pre-request phase. Therefore, textbooks design should address how these politeness expressions function in the request speech act.