本研究以不同水平的澳洲汉语学习者为研究对象,采用了开放式角色扮演的方式收集数据。通过与汉语母语者就相同场景所作的对话,在语句和语篇层面进行对比分析后发现,各水平组的学习者所采用的请求策略均偏离母语者的策略,其中高级学习者体现出语用负迁移。同时,本研究中发现的汉语请求语的两个语篇特点,即“更大的情景框架”和请求语篇聚合模式,是学习者难以掌握的特点。这些发现对汉语教学具有重要启示。 This study uses different levels of Chinese learners in Australia as the research object and adopts an open-ended role-playing method to collect data. Through the dialogue with the native speakers of the same scene in Chinese, a contrastive analysis of sentences and texts reveals that the strategies applied by learners in each level group deviate from the strategies adopted by native speakers. Among them, senior learners reflect pragmatics Negative migration. At the same time, the two discourse features of the Chinese request found in this study, namely, the “larger context framework” and the pattern of request text aggregation, are difficult for learners to grasp. These findings have important implications for Chinese teaching.