網路社群媒體為現代社會重要溝通與交流資訊的媒介，而社群媒體的使用者採用互動策略與讀眾建立社會關係。（Diemer & Frobenius, 2013; Kaplan & Hänlein, 2010; Page et al., 2014）。在社群媒體的溝通行為中，烹飪食譜是經常出現的文本體裁，而食譜及飲食語言對人們的自我認同及人際關係的建立十分重要，同時被視為文化的窗口（Alfelor, 2008; Cani, 2021; Cölfen, 2007）。除外，在華語教學方面，社群媒體日漸影響學習者的學習環境及學習需求，食譜亦為跨文化學習的重要媒介，皆能幫助華語學習者更深入了解中華文化及華語語用特徵（舒兆民，2002；楊馨雅，2019；Bubel & Spitz, 2013；Wampfler, 2017）。然而，直至今日關於社群媒體貼文與網路食譜的語用策略與跨文化研究仍然有限。為了彌補文獻之不足，本研究蒐集50篇漢語Instagram食譜貼文及50篇德語Instagram食譜貼文作為研究樣本，從宏觀面向分析漢德食譜貼文的語步分布與結構順序，再從微觀面向分析兩種語言使用的互動式後設論述標記，以對比分析漢語與德語語用策略及跨文化之異同。最後，本研究將研究結果應用於華語教學，幫助德語為母語的學習者培養寫作語用能力及網路跨文化溝通能力。研究結果顯示，漢德Instagram食譜貼文共分12個語步，分別為「點出貼文開頭」、︀「介紹背景資訊」、︀「引起讀者動機」、︀「提供食譜資訊」、︀「介紹備料資訊」、︀「說明料理步驟」、︀「提供料理建議」、︀「補充額外說明」、︀「進行個人行銷」、︀「進行他人行銷」、︀「給予讀者祝福」、︀「列出關鍵詞語」，而其中10個語步的功能可細分為不同的下屬策略。雖然漢德食譜在整體結構與核心語步的溝通功能上相近，但探究兩種語言語步與下屬策略的出現分布與結構順序，可發現明顯的跨語言差異。另外，本研究發現，漢德食譜貼文皆採用互動式後設論述標記，分別為「自稱標記」、︀「參與標記」、︀「態度標記」、︀「模糊標記」及「強調標記」五種標記。互動式標記在食譜語篇有說服讀者、︀建立互動關係、︀拉近作者與讀者之間的距離、︀表達作者的個人看法、︀強調優點及推銷產品等溝通功能。雖然漢語與德語一部分的互動式標記可互相對應，但在語言形式、︀出現分布與使用情形，兩種語言亦呈現跨語言之差異。總結上述，語步與互動式後設論述標記的對比分析結果可檢視漢德Instagram食譜貼文的宏觀及微觀語篇特徵及跨語言異同。最後，本研究將此研究結果應用於華語寫作教學上，幫助德籍學習者理解並掌握網路食譜語步及互動式後設論述的語用策略，再引導他們在真實語言環境中編寫一篇漢語食譜貼文，以提升其語用寫作與網路溝通之能力。

Social media has become an important medium for communication and information exchange in modern society. Internet users apply interactive strategies to establish social relationships with their readers. (Diemer & Frobenius, 2013; Kaplan & Hänlein, 2010; Page et al., 2014). Furthermore, the cooking recipe is a text genre that often appears on social media, recipes as well as the language of food are important for people's self-identity and the establishment of interpersonal relationships, and are also regarded as the window of culture (Alfelor, 2008; Cani, 2021; Cölfen, 2007). In terms of Chinese language teaching, social media is increasingly affecting the learning environment and learning needs of language learners. Recipes are also an important medium for cross-cultural learning, which can help Chinese language learners have a deeper understanding of the Chinese culture and the pragmatic text features of the Chinese language. (Shu Zhaomin, 2002; Yang Xinya, 2019; Bubel & Spitz, 2013; Wampfler, 2017). However, until today cross-cultural research on the pragmatic strategies of social media posts and online recipes is still limited. In order to fill this research gap, this study collected the research samples of 50 Chinese Instagram recipe posts and 50 German Instagram recipe posts, and analyzed the move structure of Chinese and German online recipes from a macro perspective. Furthermore, this study used the metadiscourse analysis method to compare the Chinese and German interactive pragmatic strategies from a micro perspective. The research results showed distinct cross-cultural similarities and differences between Chinese and German, with respect to the moves and steps, as well as to the interactive pragmatic metadiscourse markers. The final purpose of this study was to apply the research results to Chinese language teaching, in order to help German-speaking learners develop pragmatic writing skills and cross-cultural communication skills. The results of this research showed that Chinese and German Instagram recipe posts can be divided into 12 moves, namely "beginning of recipe post", ︀"introduce background information", ︀"cause readers' motivation", ︀"provide recipe information", "list of ingredients" "cooking instructions", ︀"cooking tips", ︀"additional instructions", "personal marketing", ︀"marketing for others", ︀"wishings for the reader", ︀"list of keywords". The functions of 10 of the moves can be further subdivided into subordinate strategies. Although Chinese and German recipes are similar with regard to the overall structure and communication function of the core moves, but obvious cross-linguistic differences can be found by exploring the distribution and structure of moves and subordinate strategies of the two languages. In addition, this study discovered that Chinese and German Instagram recipe posts use five interactive metadiscourse markers, namely "self-mention", ︀"engagement marker", ︀"attitude marker", ︀"hedge" and "booster". The communication function of these pragmatic markers in online recipes are persuading the reader, establishing interactive relationships, shortening the distance between the author and the reader, expressing the author’s personal view, emphasizing advantages and promoting products. Although some interactive markers in Chinese and German can correspond to each other, but there are also obvious cross-language differences between the two languages in terms of language form, distribution, and usage.
In summary, the results of this comparative analysis of the moves and steps, as well as the interactive metadiscourse markers, showed the macro and micro discourse characteristics, similarities and differences of Chinese and German Instagram recipe posts. Finally, this study applied the research results to Chinese writing teaching, in order to help German Chinese learners to understand and apply the pragmatic strategies of online recipe moves and interactive metadiscourse. Finally, the teacher guides the Chinese language learners to write an authentic recipe post in Chinese, in order to improve their pragmatic writing skills and intercultural online communication skills.

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