二语语用研究多集中于英语作为二语，而日语等其他语言的探讨相对较少。本研究聚焦于中国日语学习者在电子邮件请求行为中的表现，考察我国不同水平日语学生（初级与中级）在请求策略、外部修饰和内部修饰使用上的差异。结果发现，初级学生更倾向于使用直接请求策略，而中级学生则逐渐倾向于使用与母语者更为相似的间接策略。外部修饰的使用频率随语言水平的提升而增加，但学生整体使用频率仍低于母语者，表明其在礼貌策略的实际运用上尚存不足。在内部修饰方面，初级学生的使用模式较中级学生更接近于母语者，体现了内部修饰发展的非线性特征，然而两者均未达到母语者在请求表达中的礼貌水平和使用习惯。本研究基于实证数据，对日语作为二语的语用研究进行了深入探索，揭示了二语语用能力与语言水平及母语背景的联系，为二语语用理论的拓展及日语教学提供了重要支持与理论依据。

Research on second language (L2)pragmatics has predominantly focused on English as an L2, with relatively less attention paid to other languages such as Japanese. This study focuses on the performance of Chinese learners of Japanese in email requests, examining the differences in the use of request strategies, external modifiers, and internal modifiers between beginner and intermediate learners of Japanese in China. The results revealed that beginner learners tend to use more direct request strategies, whereas intermediate learners gradually shift towards using more indirect and polite strategies similar to those of native speakers. The frequency of external modifiers increases with language proficiency, yet learners still use them less frequently than native speakers. In terms of internal modifiers, the usage patterns of beginner learners are closer to those of native speakers compared to intermediate learners, reflecting the non-linear development of internal modifiers. However, neither beginner nor intermediate learners fully attain the politeness levels and usages of native speakers in making requests. Based on the empirical data, this study conducts an in-depth exploration of the pragmatics of Japanese as a second language, revealing the relationship between second language pragmatic competence, language proficiency, and native language background. It provides significant support and theoretical grounding for the expansion of second language pragmatics theory and Japanese language teaching.