本研究探討以中文為外國語言學習者在表達請求與拒絕時所呈現之語用能力， 特別是深究文化背景對其「言語行為」表現之影響。參加本研究之語言學習者共包 括29位，其中21位來自東方國家、8位則來自西方國家。資料蒐集之來源為對答 型「言談情境評量試卷」（共42題），資料分析顯示參與研究者之文化背景對其學 習中文產生可能性之轉移效應。根據語用學相關理論（包括直接性、禮貌性、和 Grice的會話原則），主要研究發現東方學習者在以中文「表達請求」時比西方學 習者之表現較為良好，但於「表達拒絕」時，雙方之表現則未達顯著性差異。一般 而言，不論東方或西方學習者皆根據對話者不同的社會階級而表達其「言語行為」； 然而，相較於西方學習者，東方學習者擅長於使用禮貌性對談方式之程度則達到顯 著性之差異。最後，本研究針對中文語言教育和未來相關研究提供改善措施和建議。

This study investigated Chinese as a Foreign Language (CFL) learners’ pragmatic competence in making requests and refusals, specifically concerning the influence of cultural backgrounds on these learners’ speech act performance. The participants were 29 CFL learners, including 21 easterners and 8 westerners. Data collected from a 42-item Written Discourse Completion Task revealed potential transfer from participants’ native cultures to the use of target language. The major findings showed that eastern learners outperformed westerners in making requests but not in refusals, referring to the rubrics of directness, politeness, and Grice’s maxims. Generally, both groups of CFL learners attended to different social statuses when delivering these two speech acts. Yet, the extent to which eastern learners used polite utterance was more significant, compared to their counterparts. Pedagogical implications for Chinese language education and suggestions for future researchers are offered.