本研究以请求言语行为为主体,通过“话语补全测试”(DCT)问卷获得数据,对以藏族大学生(三语学习者)、汉族大学生(二语学习者)和英语本族语者请求策略的使用进行调查和研究。调查结果表明,来自三语学习者母语的负迁移成为阻碍其语用能力发展的主要因素。此外,影响英语学习者语用能力发展的主要因素是课堂语用输入的方式(包括教材、课堂教学方式等)。因此,语用知识输入在二语和三语学习过程中至关重要,有针对性地进行课堂语用教学能有效地促进学生语用习得及语用能力的发展。 This study uses request speech acts as the main body and obtains data through the “Detection Completion Test” (DCT) questionnaire for Tibetan college students (trilingual learners), Han college students (second language learners) and native English speakers. Use the request strategy for investigation and research. The survey results show that the negative transfer from the native language of trilingual learners has become a major factor hindering the development of their pragmatic competence. In addition, the main factor affecting the development of pragmatic competence of English learners is the method of classroom pragmatic input (including teaching materials, classroom teaching methods, etc.). Therefore, pragmatic knowledge input is very important in the process of second language and trilingual learning. Targeted classroom pragmatic teaching can effectively promote the development of students’ pragmatic acquisition and pragmatic competence.