語用能力是語言習得成功重要的一環，但在臺灣高中的英語教學中卻未受到重視。教師的語言行為對於學生在語用和文化價值觀方面有很大的影響，所以檢視英語教師和外籍教師在語言行為是否有相似的策略有其必要性。本文著重在高中英語教師和外籍教師祈令語使用之比較，以瞭解臺灣英語教師的語言行為策略之使用和外籍教師有何異同，並進一步探討文化對語言行為之影響。
本研究利用語文完成測驗問卷(Discourse Completion Task Questionnaire)收集受試者之語料，共有50位本國籍及30位外籍高中英語教師參與研究。問卷資料主要以卡方檢定(Chi-square)，並輔以質性分析兩組受試者之回答。
研究結果指出兩組受試者均使用最多非傳統間接策略(non-conventionally indirect strategies)；但是，本國籍英語教師比外籍教師採用更多直接策略(direct strategies)，外籍教師則比本國籍教師常使用其他策略(other strategies)，例如接受學生的行為或私下約談處理。本研究證實文化的確在語言行為中扮演重要角色，更建議中外籍英語教師均有責任教導學生正確的語用知識，以協助他們在不同情境中和他人成功地溝通。

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