Please use this identifier to cite or link to this item:
https://ah.lib.nccu.edu.tw/handle/140.119/31803| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | 尤雪瑛 博士 | zh_TW |
| dc.contributor.advisor | Dr. Hsueh-ying Yu | en_US |
| dc.contributor.author | 諶慧敏 | zh_TW |
| dc.contributor.author | Hui-min Chen | en_US |
| dc.creator | 諶慧敏 | zh_TW |
| dc.creator | Hui-min Chen | en_US |
| dc.date | 2002 | en_US |
| dc.date.accessioned | 2009-09-14T04:16:14Z | - |
| dc.date.available | 2009-09-14T04:16:14Z | - |
| dc.date.issued | 2009-09-14T04:16:14Z | - |
| dc.identifier | G0088951013 | en_US |
| dc.identifier.uri | https://nccur.lib.nccu.edu.tw/handle/140.119/31803 | - |
| dc.description | 碩士 | zh_TW |
| dc.description | 國立政治大學 | zh_TW |
| dc.description | 英國語文學系英語教學碩士在職專班 | zh_TW |
| dc.description | 88951013 | zh_TW |
| dc.description | 91 | zh_TW |
| dc.description.abstract | 本研究利用質與量的方法分析高中英文作文字彙，旨在瞭解高中生如何利用字彙連貫整個文章及字彙連貫的運用是否會影響其作文之高低分。根據研究結果，筆者從教科書，教學活動及測驗角度提供可行方法以做英文作文教學參考。\r\n 字彙連貫方法可以用重覆字，同義字，反義字，概括法，附屬法及搭配字。本研究利用百分比分析六種方法在英文高低成就學生所佔之比例，並利用SPSS統計高低成就學生使用字彙連貫的量是否有差異性。同時，筆者亦分析學生如何使用字彙連貫文章及高低成就學生使用字彙連貫方法是否有差異性。\r\n 本研究分析結果如下：（1）學生用重覆字達成連貫最為普遍。（2）高成就學生最常用搭配字使文章連貫，卻少用概括法。（3）低成就學生最常用重覆字使文章連貫，卻少用同義字。（4）SPSS分析顯示高低成就學生在同義字，搭配字的量有差別。（5）整體而言，高成就學生用字彙連貫文章的技巧仍優於低成就學生。 | zh_TW |
| dc.description.abstract | The study aims to analyze high school students’ compositions to see how students exert lexical cohesive devices in their writings to achieve cohesion and to see if there is any difference in the use of lexical cohesive devices between high and low level students.\r\nThe study uses qualitative and quantitative analyses to check the use of six lexical cohesive devices: repetition, synonym, antonym, hyponym, general words and collocation. The researcher first observes frequencies of lexical cohesive devices to see how these devices are used in high and low level compositions. SPSS is used to see if there is any difference in the use of six lexical cohesive devices between the two level compositions. Finally, the researcher analyzes how the students use the six devices and tries to find the difference between high and low level compositions.\r\nThe result shows: (1) Repetition is the tie commonly used by high level and low- level students. (2) General words appear least in high level compositions and so does synonym in low level ones. (3) No difference is shown between high and low level students’ compositions in the use of repetition, antonym, general words and hyponyms. (4) High-level students are better at the use of synonym and collocations. High-level students have good skill to use these lexical devices, though there may be no statistics showing there is difference between the two level compositions.\r\n To enhance teachers and students’ awareness of lexical cohesion, the researcher offers some pedagogical suggestions in terms of textbooks, activities and testing in the end of the study. | en_US |
| dc.description.tableofcontents | TABLE OF CONTENTS\r\n\r\n\r\n Page\r\nACKNOWLEDGEMENTS………………………………………………………...iv\r\nTABLE OF CONTENTS…………………………………………………………... v\r\nLIST OF TABLES………………………………………………………………….vii\r\nLIST OF FIGURES………………………………………………………………...vii\r\nLIST OF DIAGRAMS………………………………………………………………ix\r\nCNINESE ABSTRACT……………………………………………………………...x\r\nENGLISH ABSTRACT …………………………………………………………….xi\r\nCHAPTER\r\n1. INTRODUCTION\r\n1.1 Motivation and Goal……………………………………………………..1\r\n1.2 Research Questions….………………………………………….…..5\r\n1.3 Significance of the Study…..……………………………………….5\r\n1.4 Purpose of the Study ……………………………………………….6\r\n\r\n2. LEXICAL COHESION\r\n 2.1 Previous Studies on Lexical Cohesion Used by Chinese Students………8\r\n 2.2 Lexical Cohesion………………………………………………………..11\r\n 2.2.1 Repetition………………………………………………………….11\r\n 2.2.2 Synonymy...……………………………………………………….12\r\n 2.2.3 Superordinate………………………………………………………14\r\n 2.2.4 Hyponymy..………………………………………………………...15\r\n 2.2.5 Antonymy…...……………………………………………………...16\r\n 2.2.6 Collocation……………………………………………………18\r\n 2.3 Conclusion………………………………………………………………..21\r\n\r\n3. LEXICAL COHESIVE DEVICES IN HIGH SCHOOL STUDENTS’ COMPOSITIONS\r\n 3.1 Subjects and data.………………………………………………………..23\r\n 3.2 Procedure………………………………………………………………...24\r\n 3.3 Data Analysis……………………………………………………………..28\r\n 3.4 Findings…………………………………………………………………..29\r\n 3.4.1 Frequency of Lexical Devices……………………………………….29\r\n 3.4.2 Analysis on Lexical Repetition……………………………………....33\r\n 3.4.3 Analysis on Lexical Synonyms……………………………………….38\r\n 3.4.4 Analysis on Lexical Antonyms………………………………………42\r\n 3.4.5 Analysis on Lexical Hyponyms……………………………………...46\r\n 3.4.6 Analysis of General Words………………………………………….49\r\n 3.4.7 Analysis of Lexical Collocations. ……………………………………52\r\n 3.5 Conclusion………………………………………………………………55\r\n\r\n4.IMPLICATIONS OF VOCABULARY TEACHING\r\n 4.1 Lexical Cohesion in Reading and Writing Classes………………………...59\r\n 4.2 Implications of Vocabulary Teaching……………………………………63\r\n 4.2.1 Vocabulary Patterns…………………………………………………..65\r\n 4.2.2 Collocation……………………………………………………………67\r\n 4.2.3 Perceptive to Productive Words………………………………………68\r\n 4.2.4Pedagogical Activities & Techniques...………….…………..71\r\n 4.2.5 Tests as Feedback…………………………………………………...74\r\n 4.3 Further Suggestions for the Study……………………………..………….76\r\n\r\nAPPENDIX...…………………………………………………………………….…...77\r\nREFERENCES………………………………………………………………………...79\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nLIST OF TABLES\r\n\r\n Page\r\nTable 3.1 Frequencies of Lexical Devices in Data………………………………….30\r\nTable 3.2 Frequencies of Lexical Devices in High and Low Level Compositions………31\r\nTable 3.3 Frequencies of Lexical Devices of Topic Key Words in High and Low Level\r\nCompositions……….……………………………………..…………….………33\r\nTable 3.4 Independence Samples Test for Repetition……………………………………34\r\nTable 3.5 Independence Samples Test for Repetition of Topic Key Words……………..35\r\nTable 3.6 Independence Samples Test for Synonym…………………………….………39\r\nTable 3.7 Independence Samples Test for Synonym of Topic Key Words.…….……….40\r\nTable 3.8 Independence Samples Test for Antonym ……………………………………43\r\nTable 3.9 Independence Samples Test for Antonym of Topic Key Words……………...43\r\nTable 3.10 Independence Samples Test for Hyponym ………………………………….46\r\nTable 3.11 Independence Samples Test for Hyponym of Topic Key Words.……………47\r\nTable 3.12 Independence Samples Test for General Words……………………………..49\r\nTable 3.13 Independence Samples Test for General Words of Topic Key Words……….50\r\nTable 3.14 Independence Samples Test for Collocation ………………………………...53\r\nTable 3.15 Independence Samples Test for Collocation of Topic Key Words…………..54\r\n\r\n\r\n\r\n\r\n\r\n\r\nLIST OF FIGURES\r\n\r\n Page\r\nFigure 3.1 Lexical Cohesion Chains of Example (3.3)………………………………..…27\r\nFigure 3.2 Lexical Cohesion Chains of Example (3.4)………………………………..…28\r\nFigure 3.3 Lexical Cohesion Chains of Example (3.5)…………………………………..36\r\nFigure 3.4 Lexical Cohesion Chains of Example (3.6).……………………………….....37\r\nFigure 3.5 Lexical Cohesion Chains of Example (3.8).……………………………..…...42\r\nFigure 3.6 Lexical Cohesion Chains of Example (3.9)………………………………..…44\r\nFigure 3.7 Hyponyms of ‘Friends’.…………………………………………………..…..47\r\nFigure 3.8 Hyponyms of ‘Friend’ in High Level Compositions.…………………..…….48\r\nFigure 3.9 Hyponyms of ‘Friend’ in Low Level Composition…..………………………48\r\nFigure 3.10 Lexical Cohesion Chains of Collocations…..………………………………55\r\nFigure 4.1 Learning Map of Lexical Cohesion……….…….……………………….62\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nLIST OF DIAGRAMS\r\n\r\n Page\r\nDiagram 2.1 Hyponyms of ‘Tool’.…………………………………………………..16\r\nDiagram 4.1. Figure of Semantic Relations..……………………………………….…..72\r\n\r\n\r\n\r\n\r\nTABLE OF CONTENTS\r\n\r\n\r\n Page\r\nACKNOWLEDGEMENTS………………………………………………………...iv\r\nTABLE OF CONTENTS…………………………………………………………... v\r\nLIST OF TABLES………………………………………………………………….vii\r\nLIST OF FIGURES………………………………………………………………...vii\r\nLIST OF DIAGRAMS………………………………………………………………ix\r\nCNINESE ABSTRACT……………………………………………………………...x\r\nENGLISH ABSTRACT …………………………………………………………….xi\r\nCHAPTER\r\n1. INTRODUCTION\r\n1.1 Motivation and Goal……………………………………………………..1\r\n1.2 Research Questions….………………………………………….…..5\r\n1.3 Significance of the Study…..……………………………………….5\r\n1.4 Purpose of the Study ……………………………………………….6\r\n\r\n2. LEXICAL COHESION\r\n 2.1 Previous Studies on Lexical Cohesion Used by Chinese Students………8\r\n 2.2 Lexical Cohesion………………………………………………………..11\r\n 2.2.1 Repetition………………………………………………………….11\r\n 2.2.2 Synonymy...……………………………………………………….12\r\n 2.2.3 Superordinate………………………………………………………14\r\n 2.2.4 Hyponymy..………………………………………………………...15\r\n 2.2.5 Antonymy…...……………………………………………………...16\r\n 2.2.6 Collocation……………………………………………………18\r\n 2.3 Conclusion………………………………………………………………..21\r\n\r\n3. LEXICAL COHESIVE DEVICES IN HIGH SCHOOL STUDENTS’ COMPOSITIONS\r\n 3.1 Subjects and data.………………………………………………………..23\r\n 3.2 Procedure………………………………………………………………...24\r\n 3.3 Data Analysis……………………………………………………………..28\r\n 3.4 Findings…………………………………………………………………..29\r\n 3.4.1 Frequency of Lexical Devices……………………………………….29\r\n 3.4.2 Analysis on Lexical Repetition……………………………………....33\r\n 3.4.3 Analysis on Lexical Synonyms……………………………………….38\r\n 3.4.4 Analysis on Lexical Antonyms………………………………………42\r\n 3.4.5 Analysis on Lexical Hyponyms……………………………………...46\r\n 3.4.6 Analysis of General Words………………………………………….49\r\n 3.4.7 Analysis of Lexical Collocations. ……………………………………52\r\n 3.5 Conclusion………………………………………………………………55\r\n\r\n4.IMPLICATIONS OF VOCABULARY TEACHING\r\n 4.1 Lexical Cohesion in Reading and Writing Classes………………………...59\r\n 4.2 Implications of Vocabulary Teaching……………………………………63\r\n 4.2.1 Vocabulary Patterns…………………………………………………..65\r\n 4.2.2 Collocation……………………………………………………………67\r\n 4.2.3 Perceptive to Productive Words………………………………………68\r\n 4.2.4Pedagogical Activities & Techniques...………….…………..71\r\n 4.2.5 Tests as Feedback…………………………………………………...74\r\n 4.3 Further Suggestions for the Study……………………………..………….76\r\n\r\nAPPENDIX...…………………………………………………………………….…...77\r\nREFERENCES………………………………………………………………………...79\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nLIST OF TABLES\r\n\r\n Page\r\nTable 3.1 Frequencies of Lexical Devices in Data………………………………….30\r\nTable 3.2 Frequencies of Lexical Devices in High and Low Level Compositions………31\r\nTable 3.3 Frequencies of Lexical Devices of Topic Key Words in High and Low Level\r\nCompositions……….……………………………………..…………….………33\r\nTable 3.4 Independence Samples Test for Repetition……………………………………34\r\nTable 3.5 Independence Samples Test for Repetition of Topic Key Words……………..35\r\nTable 3.6 Independence Samples Test for Synonym…………………………….………39\r\nTable 3.7 Independence Samples Test for Synonym of Topic Key Words.…….……….40\r\nTable 3.8 Independence Samples Test for Antonym ……………………………………43\r\nTable 3.9 Independence Samples Test for Antonym of Topic Key Words……………...43\r\nTable 3.10 Independence Samples Test for Hyponym ………………………………….46\r\nTable 3.11 Independence Samples Test for Hyponym of Topic Key Words.……………47\r\nTable 3.12 Independence Samples Test for General Words……………………………..49\r\nTable 3.13 Independence Samples Test for General Words of Topic Key Words……….50\r\nTable 3.14 Independence Samples Test for Collocation ………………………………...53\r\nTable 3.15 Independence Samples Test for Collocation of Topic Key Words…………..54\r\n\r\n\r\n\r\n\r\n\r\n\r\nLIST OF FIGURES\r\n\r\n Page\r\nFigure 3.1 Lexical Cohesion Chains of Example (3.3)………………………………..…27\r\nFigure 3.2 Lexical Cohesion Chains of Example (3.4)………………………………..…28\r\nFigure 3.3 Lexical Cohesion Chains of Example (3.5)…………………………………..36\r\nFigure 3.4 Lexical Cohesion Chains of Example (3.6).……………………………….....37\r\nFigure 3.5 Lexical Cohesion Chains of Example (3.8).……………………………..…...42\r\nFigure 3.6 Lexical Cohesion Chains of Example (3.9)………………………………..…44\r\nFigure 3.7 Hyponyms of ‘Friends’.…………………………………………………..…..47\r\nFigure 3.8 Hyponyms of ‘Friend’ in High Level Compositions.…………………..…….48\r\nFigure 3.9 Hyponyms of ‘Friend’ in Low Level Composition…..………………………48\r\nFigure 3.10 Lexical Cohesion Chains of Collocations…..………………………………55\r\nFigure 4.1 Learning Map of Lexical Cohesion……….…….……………………….62\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nLIST OF DIAGRAMS\r\n\r\n Page\r\nDiagram 2.1 Hyponyms of ‘Tool’.…………………………………………………..16\r\nDiagram 4.1. Figure of Semantic Relations..……………………………………….…..72 | zh_TW |
| dc.language.iso | en_US | - |
| dc.source.uri | http://thesis.lib.nccu.edu.tw/record/#G0088951013 | en_US |
| dc.subject | ｃｏｈｅｓｉｏｎ | zh_TW |
| dc.subject | ｌｅｘｉｃａｌ ｃｏｈｅｓｉｏｎ | zh_TW |
| dc.subject | ｗｒｉｔｉｎｇ | zh_TW |
| dc.subject | ｖｏｃａｂｕｌａｒｙ | zh_TW |
| dc.subject | ｍｅｍｏｒｉｚａｔｉｏｎ | zh_TW |
| dc.title | An Analysis of Lexical Cohesion in Senior High School Student`s Compositions | zh_TW |
| dc.type | thesis | en |
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| item.openairetype | thesis | - |
| item.grantfulltext | open | - |
| item.cerifentitytype | Publications | - |
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