Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/33417


Title: An Analysis of the Use of Modal Verbs in Senior High School Students' Compositions
高中生英文作文中情態助動詞使用之分析
Authors: 張翠杏
Chang, Tsui-hsing
Contributors: 尤雪瑛
Yu, Hsueh-ying
張翠杏
Chang, Tsui-hsing
Keywords: 情態助動詞
對比分析

Modal verbs
Contrastive Analysis
can, will
Date: 2002
Issue Date: 2009-09-17 16:32:40 (UTC+8)
Abstract: 國立政治大學英國語文學系在職碩士班
碩士論文提要

論文名稱:高中生英文作文中情態助動詞使用之分析

指導教授:尤雪瑛博士

研究生:張翠杏撰

論文提要內容:
本研究旨在分析高中生在英文作文中使用情態助動詞之情形,並就學生使用情態助動詞之困難加以研究,以期能了解學生困難之所在並加以解決。
本研究採用質與量的分析方法。質的分析包括: (一) 情態助動詞之意義與功能; (二) 學生誤用情態助動詞之情形; (三) 影響學生誤用情態助動詞之原因。量的分析則重在研究: (一) 學生使用各個情態助動詞之頻率; (二) 學生最容易誤用之情態助動詞之頻率。
本研究結果如下:學生最常使用的情態助動詞為can和will,這兩者也最容易被誤用,學生除了會把各個情態助動詞互相替換使用之外,也會在不需要情態助動詞的情形下使用情態助動詞。造成學生誤用情態助動詞原因包括: (一) 學生誤解不同情態助動詞的用法,而把一種用法運用在其他情態助動詞上; (二) 學生把情態助動詞的用法簡化; (三) 學生受到固定用語的影響; (四) 學生受到母語的影響直接把中文翻譯成英文。
本研究最後提出在英語教學上的建議:在課堂上教授情態助動詞時,除了將各個情態助動詞不同的用法呈現,還必須比較各個情態助動詞之間相近的用法,再把這些情態助動詞放在不同的情境中呈現它們在現實生活中真正的用法與意義,期使學生能學到情態助動詞正確的用法。
ABSTRACT
The purpose of this study is to analyze the use of modal verbs in students’ compositions and to understand students’ difficulty in learning and using modal verbs. Modal verbs’ surface forms and grammatical characteristics are very easy for students to remember. However, their complicated meanings and usages are somewhat difficult.
This study adopts qualitative and quantitative analyses. The qualitative analysis includes: (1) the meanings and functions of modal verbs, (2) students’ misuse of modal verbs, and (3) the reasons that affect students’ misuse of modal verbs. The quantitative analysis includes: (1) the frequency of the use of every modal verb in students’ compositions, and (2) the frequency of the misuse of modal verbs.
The results of this study are summarized as follows: the most often used modal verbs are can and will. Students tend to use wrong modal verbs or add modal verbs to sentences that don’t need one. The reasons affecting students’ misuse of modal verbs are: (1) students’ misunderstanding of the use of modal verbs, (2) students’ oversimplification of the meanings and functions of modal verbs, (3) the effect of frozen idiomatic expressions, and (4) the effect of students’ native languages.
Finally, the study provides pedagogical suggestions and implications in teaching modal verbs. First, subtle usages and meanings of modal verbs should be presented. Second, they should be taught in different contexts. Third, apply pragmatics to the teaching of modal verbs. The goal is to help students learn authentic usages of modal verbs.
Reference: REFERENCE
Alexander, L. G. (1994). Longman English grammar. Longman Asia Limited: Longman.
Altman, R. (1982). Interlanguage modality. CA: The Annual Meeting of the Linguistic Society of America. (ERIC Document Reproduction Service NO. ED 228 861)
Bowen, J. D., & McCreary, C. F. (1977). Teaching the English modal perfects. TESOL Quarterly, 11, 283-301.
Bybee, J., Perkins, R., & Pagliuca, W. (1994). The evolution of grammar: Tense, aspect, and modality in the languages of the world. Chicago: The University of Chicago Press.
Celce-Murcia, M. & Larsen-Freeman, D. (1999). The grammar book: An ESL/EFL teacher’s course. Boston: Heinle & Heinle.
Chang, Ching-hsiu. 張清秀 (2001). Semantic analysis on the modal verb “HUI” in Mandarin Chinese. M.A. Thesis, National Chengchi University.
Close, R. A. (1977). English as a foreign language(2nd ed.). London: George Allen & Unwin.
Coates, J. (1995). The expression of root and epistemic possibility in English. In J. Bybee and S. Fleischman (Eds.). Modality in grammar and discourse (pp.55-66). Amsterdam: John Benjamins.
Cook, W. A. (1978). Semantic structure of the English modals. TESOL Quarterly, 12, 5-15.
Duffley, P. J. (1994). Need and dare: The black sheep of the modal family. Lingua, 94, 213-243.
Dulay, H., Burt, M. & Krashen, S. (1982). Language 2. New York: Oxford University Press.
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
Frank, M. (1972). Modern English: A practical reference guide. NJ: Prentice Hall.
Gao, Yung-den. 高永德 (1981). A semantic study of four modal verbs in Mandarin Chinese: With special reference to their interaction with aspectual nature of verbs. M.A. Thesis, Fu Jen Catholic University.
Greenbaum, S. (1991). An introduction to English grammar. London: Longman.
Groefsema, M. (1994). Can, may, must and should: A relevance theoretic account. Journal of Linguistics, 31, 53-79.
Hatav, G. (1997). The semantics of aspect and modality: Evidence from English and biblical Hebrew. BV: John Benjamins.
Hofmann, Th. R. (1993). Realms of meaning. New York: Longman.
Hoye, L. (1997). Adverbs and modality in English. New York: Longman.
Huang, Yu-chun. 黃郁純 (2000). A semantic study of modal verbs in Chinese. M.A. Thesis, National Taiwan Normal University.
Hubbard, P. (1984). Understanding English modals through space grammar. Ohio: The Conference of Teachers of English to Speakers of Other Languages. (ERIC Document Reproduction Service NO. ED 249 794)
Jackson, H. (1990). Grammar and meaning: A semantic approach to English grammar. New York: Longman.
James, C. (1998). Errors in language learning and use: Exploring error analysis. London: Longman.
James. C. (1980). Contrastive analysis. London: Longman.
Kennedy, G. (1998). An introduction to corpus linguistics. New York: Longman.
Klinge, A. (1993). The English modal auxiliaries: From lexical semantics to utterance interpretation. Journal of Linguistics, 29, 315-357.
Krug, M. G. (2000). Emerging English modals: A corpus-based study of grammaticalization. Berlin: Mouton de Gruyter.
Kuan, Mei-chih. 官美智 (1987). How to teach modal verbs may and can in senior high school. 如何在高中教情態助動詞may與can. In Tzyh-lai Huang, Yun-hua Huang, Wu-chang Chang, Chyi-ruey Chen, Li-wen Chen and Chyong-ju Chen (Eds.). Papers from the fourth conference on English teaching and learning in the Republic of China (pp.159-167). Taipei: the Crane Publishing.
Kuo, Wen-hsin. 郭文新 (1983). A contrastive Research of English and Chinese verbal systems: Tenses, aspects, and modals. Journal of Taipei Institute of Technology, 16, 489-536.
Leech, G. (1978). Meaning and the English verb(2nd ed.). New York: Longman.
Li, C. N., & Thompson, S. A. (1981). Mandarin Chinese: A functional reference grammar. Berkley: University of California Press.
Ney, J. W. (1981). Teaching the modals in an ESL class. AZ: The Conference of Teachers of English to Speakers of Other Languages. (ERIC Document Reproduction Service NO. ED 205 027)
Palmer, F. R. (1990). Modality and the English modals(2nd ed.). New York: Longman.
Parrott, M. (1990). Grammar for English language teachers. Cambridge: Cambridge University Press.
Quirk, R., Greenbaum, S., Leech, G. & Svartvik, J. (1985). A comprehensive grammar of the English language. London: Longman.
Richards, J. C., Platt, J. & Platt, H. (1998). Longman dictionary of language teaching & applied linguistics. London: Longman.
Sinclair, J. (Ed.). (2000). Student’s grammar. Hong Kong: Bank of English.
Swan, M. (1995). Practical English usage(2nd ed.). Oxford: Oxford University Press.
Sweetser, E. (1990). From etymology to pragmatics: Metaphorical and cultural aspects of semantic structure. Cambridge: Cambridge University Press.
Tang, Ting-chi. 湯廷池 (1979). Studies in Chinese syntax. Taipei: Student Book Co.
Tang, Ting-chi. 湯廷池 (1992). Form, meaning, and function in English modal verbs. In Ting-chi. Tang (Ed.). A cognitive grammar of English: Form, meaning and function II (pp.79-114). Taipei: Student Book Co.
Youmans, M. (2001). Cross-cultural differences in polite epistemic modal use in American English. Journal of Multilingual and Multicultural Development, 22, 57-73.
Description: 碩士
國立政治大學
英國語文學系英語教學碩士在職專班
89951011
91
Source URI: http://thesis.lib.nccu.edu.tw/record/#G0089951011
Data Type: thesis
Appears in Collections:[英國語文學系] 學位論文

Files in This Item:

File Description SizeFormat
95101101.pdf19KbAdobe PDF1705View/Open
95101102.pdf18KbAdobe PDF12887View/Open
95101103.pdf21KbAdobe PDF1935View/Open
95101104.pdf32KbAdobe PDF2029View/Open
95101105.pdf35KbAdobe PDF3479View/Open
95101106.pdf166KbAdobe PDF13395View/Open
95101107.pdf127KbAdobe PDF2972View/Open
95101108.pdf341KbAdobe PDF2941View/Open
95101109.pdf73KbAdobe PDF5036View/Open
95101110.pdf49KbAdobe PDF7462View/Open
95101111.pdf368KbAdobe PDF1810View/Open


All items in 學術集成 are protected by copyright, with all rights reserved.


社群 sharing