Maynard（2003）指出，各式各樣的訊息告知行為在日常交際中無所不在，可說是最廣為使用的言語行為之一。然而，過往研究對於如何開展訊息告知行為卻少有著墨。本文通過對比華語與英語母語者在開展訊息告知行為的預示策略使用現象，研究兩者使用預示策略之差異，同時亦針對華語母語者之宣告預示語進行語言形式之研究。此外，本文並將探討訊息類型與訊息指涉對象兩項變因如何影響其預示策略使用。
本文採用語篇補全測試進行前導研究，並依初步結果進行實驗，採集本文語料。實驗工具以開放式角色扮演法為主，問卷輔之。研究對象包含臺灣地區華語母語者以及美國西岸英語母語者共八十位。研究對象以兩人為一組，依照含有不同變項之情境共同完成四段對話；總計收得156段有效對話。
研究結果顯示，華語母語者多使用疑問句而英語母語者則多以直述句作為其預示語主要句式，其中華語母語者傾向使用是非形式疑問句，特別是以「V不V」、「V沒V」形式構成之疑問語句。在預示策略的選用偏好上，華語母語者更偏好使用預示意圖明顯的話語或動用對話雙方背景共識進行預示；而英語母語者則以表述自我情緒的話語或讓出對話主導權的方法作為其偏好的預示方式。此外，在預示策略組合與策略使用數量方面，華語母語者的表現均更為多元且豐富。至於變項影響，華語與英語母語者的整體趨勢雷同；即當變項為負面訊息類型或指涉對象為聽話者時，兩母語組均使用較多預示策略。然而，華語母語者受到訊息指涉對象為聽話者的影響更為明顯，而英語則僅在正面訊息類型中受到稍高的影響。
根據上述研究結果，本文在文末提出教學建議，用以作為華語教學者提昇學習者交際能力之參考。

Maynard (2003) pointed that message telling is one of the most widely used speech acts in everyday communication. Nevertheless, the previous researches lack in emphasis on the use of pre-message telling strategies in message telling. By comparing the use of pre-message telling strategies in Chinese and English native speakers, this thesis explores the difference between the two languages and also explores the language patterns used by Chinese natives in pre-message telling strategies. In addition, this thesis explores how message types and message referents affect the use of pre-message telling strategies.
After written data was collected via DCT in pilot study, verbal data was collected via the recording of role-playing and questionnaires. The research participants included 40 Chinese native speakers from Taiwan and 40 English speakers from the west coast of the US. Each experimental group is comprised of two participants from the same language and composes four dialogues in different settings; 156 valid dialogues were included in the study.
According to the study results, Chinese pre-announcement mostly occurs in interrogatives, particularly in the form of “A-not-A” affirmative-negative questions, while English pre-annoucement mainly occurs in declaratives. As for the pre-message telling strategies, Chinese natives either intend to use the pre-message-telling strategy which shows the explicit intention of speakers, or the one which employ consensus knowledge between the two conversational parties. On the other hand, English natives preferentially choose the pre-message-telling strategy which expresses self-emotions then the one which aims to hand out the dominant rule in the conversation. With regard to the mixed use of pre-message telling strategies and the amount of pre-message-telling strategies used in the experiment, Chinese natives seem to come up with more diverse mixes.
Besides, a general resemblance but slightly different between the two language is found in the impact of message types and message referents on the use of pre-message telling strategies. Both Chinese and English natives will be influenced and will employ more pre-message-telling strategies while they deal with negative messages or the messages referent to the other party in conversation. Generally speaking, the impact of the two variables on Chinese natives is prominent then English natives, particularly shown by message referents. However, English natives are slightly affected by message types as well.
Based on this research, a teaching curriculum has been designated for Chinese language learners of English speakers. It aims to serve as a reference and benefit Chinese language instructors and their students.

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