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題名 探討台灣英文教科書被動語態解析與呈現: 高中英文教科書分析
An Analysis of the Presentation of the Passive Voice in Taiwan’s High School English Textbooks
作者 陳彥君
Chen, Yen-Chun
貢獻者 張郇慧
Chang, Hsun-huei
陳彥君
Chen, Yen-Chun
關鍵詞 被動式
英文教科書
Passive voice
English textbooks
日期 2023
上傳時間 9-Mar-2023 18:47:53 (UTC+8)
摘要 被動語態是台灣學生學習英文時，容易犯錯的句型之一。因為中文（話題優先語言）與英文（主語優先語言）之間的差異，使學生在學習被動語態時容易發生受母語影響而出現的錯誤。英文文法的三個面向—形式、意義、及功能傳達其語意、語境、及語用，因此在教學時，教科書是否能公平地呈現出這三個面向就特別重要。之前的研究顯示，台灣國、高中教科書在呈現被動語態時，較著重句法而忽略了語境及語用。本研究從形式、意義、及功能此三面向去檢視被動語態在高中英文課本中的呈現。研究發現英文被動語態在課本中的形式幾乎只以be-passives為主。而被動語態的意義及功能在課本中則是透過例句及文法練習題的方式呈現，讓學生推演出來。希望本研究能對未來的教科書編排，或對於教師在教授被動語態時，有些許建議及幫助。
Passive voice is one of the difficult sentence structures for Taiwanese students to acquire, considering Chinese is a topic prominent language and English is a subject prominent language, and the difference between Chinese and English makes passive voice difficult for students with Chinese as their mother tongue to acquire. It is claimed that the three dimensions- form, meaning, and use- of English grammar aimed to fulfill specific functions in language teaching and are therefore important to be covered equally in an English textbook. Previous studies have shown that when instructing passive voice, junior high and high school English textbooks focus more on the sentential and syntactic level, and the introduction on discourse and semantic level has been neglected. The current study examined the presentation of passive voice in senior high school English textbooks from the dimensions of form, meaning, and use. It is found that passive voices in the set of textbooks were mainly in the form of be-passives. The meaning and use of passive voice was presented with exercises and examples in a deductive way in the textbooks. It is hoped to provide pedagogical suggestions for textbook writers and language teachers on English passive voice instructions.
參考文獻 Anisfeld, M., & Klenbort, I. (1973). On the functions of structural paraphrase: The view from the passive voice. Psychological bulletin, 79(2), 117-126.
Celce-Murcia, M., Larsen-Freeman, D., & Williams, H. (1999). The grammar book: An ESL/EFL teacher`s course (Second ed.). the Unisted States of America: Heinle & Heinle Publishers.
Chang, H.-c. (2019). An Analysis of Sentence Structures in JCEE advanced Writer`s English Compositions: National Chengchi University.
Chang, W.-C., & Li, I. C. (2008). Examining English Grammar Instruction in Taiwan`s Senior High Schools: A Discourse/Pragmatic Perspective. English Teaching and Learning 32(2), 123-155.
Chen, L. C.-T. (2002). Textbook Selection for Senior High School Students in Greater Taipei Area. (Master`s thesis), National Taiwan Normal University.
Collins, P. C. (1996). Get‐passives in English. World Englishes, 15(1), 43-56.
Cunningsworth, A. (1995). Choosing your coursebook: Oxford Heinemann.
Hendrickson, J. M. (1992). Teaching for Communicative Proficiency. Hispania, 75(1), 201-206.
Her, O.-S. (2009). Unifying the long passive and the short passive: On the bei construction in Taiwan Mandarin. Language and Linguistics, 10(3), 421-470.
Hsieh, B. Z.-J. (2007). An Analysis of Writing Materials in Senior High School English Textbooks in Taiwan. (Master`s thesis), National Taiwan Normal University.
Hsueh, C.-H., & Hsu, C.-H. (2015). A cultural exploration behind teaching passive voice. Chaoyang Journal of Humanities and Social Sciences, 13, 85-100.
Huang, G. C.-Y. (2011). Analysis of Cognitive Processes and Knowledge Types of Questions and Activities in Senior High School English Textbooks in Taiwan. (Master`s thesis), National Taiwan Normal University.
Huang, M.-T. (2012). Post-Use Evaluation of Junior High School English Textbooks in Taiwan (Master`s thesis), National Taiwan Normal University.
Huang, S.-I. (2016). An analysis of vocational high school English textbooks: A case study of students` cultural awaremess and learning interest. (Master`s thesis), National Kaohsiung Normal University
Hung, L.-C. (2008). Grammatical Structure Recycling in Junior High School English Textbooks for Nine-year Integrated Curriculum. (Unpublished master’s thesis), National Taiwan Normal University. Taipei, Taiwan.
Hutchinson, T., & Torres, E. (1994). The textbook as agent of change. ELT Journal, 48(4), 315-328.
Kong, S. (2020). Passives in Chinese speakers` L2 English. Lingua, 240, 102836.
Larsen-Freeman, D. (1991). Teaching grammar. Teaching English as a second or foreign language, 2, 279-296.
Larsen-Freeman, D. (2001). Teaching grammar. Teaching English as a second or foreign language, 3, 251-266.
Larsen-Freeman, D. (2003). Teaching language: From grammar to grammaring. USA: Heinle, Cengage Learing.
Leu, M. M. (2004). The Use and Evaluation of Teaching Materials for Vocational High Schools in Taiwan. (Unpublished master’s thesis), National Taiwan Normal University.
Li, B. (2014). A comparative study of English and Chinese passives from the perspective of figure-ground theory. Theory and Practice in Language Studies, 4(7), 1370.
Li, C. N., & Thompson, S. A. (1976). Development of the causative in Mandarin Chinese: Interaction of diachronic processes in syntax The grammar of causative constructions (pp. 477-492): Brill.
Li, S. (2014). An Investigation into the Influence of Chinese Topic-prominent Features on Chinese EFL Learners` Acquisition of Passive Voice. Cambridge Journal of China Studies, 9(1), 109-121.
Lin, Y. H. (2016). The use of causal relations in narrations and expositions: a case study of Taiwan senior high school textbooks and high performance students` compositions. (Unpublished master’s thesis), National Chengchi University.
Macías, D. F. (2010). An Exploration of a Three-Dimensional Grammar Framework in Foreign Language Teaching: The Case of the English Passive Voice. Lenguaje, 38(2), 331-347.
Nunan, D. (1998). Teaching grammar in context. ELT Journal, 52(2), 101-109.
Shibatani, M. (1985). Passives and related constructions: A prototype analysis. Language, 821-848.
Thompson, D. (2012). Getting at the passive: Functions of passive-types in English. University of Glasgow.
Tseng , Y.-F. (2009). The use of English passive voice by Taiwanese college students. (Unpublished master’s thesis), National Chengchi University.
Wang, Y.-T., & Li, X.-F. (2007). Comparative study of notional passive in English and Chinese. Sino-US English Teaching, 4(12), 47-52.
Yim, B. (1998). A contextual analysis of the" get"-passive in spoken American English. (Doctoral dissertation), University of California, Los Angeles.
Yip, V. (1995). Interlanguage and learnability : from Chinese to English / Virginia Yip. Amsterdam; J. Benjamins.
描述 碩士
國立政治大學
英語教學碩士在職專班
104951003
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0104951003
資料類型 thesis
dc.contributor.advisor 張郇慧zh_TW
dc.contributor.advisor Chang, Hsun-hueien_US
dc.contributor.author (Authors) 陳彥君zh_TW
dc.contributor.author (Authors) Chen, Yen-Chunen_US
dc.creator (作者) 陳彥君zh_TW
dc.creator (作者) Chen, Yen-Chunen_US
dc.date (日期) 2023en_US
dc.date.accessioned 9-Mar-2023 18:47:53 (UTC+8)-
dc.date.available 9-Mar-2023 18:47:53 (UTC+8)-
dc.date.issued (上傳時間) 9-Mar-2023 18:47:53 (UTC+8)-
dc.identifier (Other Identifiers) G0104951003en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/143877-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description (描述) 104951003zh_TW
dc.description.abstract (摘要) 被動語態是台灣學生學習英文時，容易犯錯的句型之一。因為中文（話題優先語言）與英文（主語優先語言）之間的差異，使學生在學習被動語態時容易發生受母語影響而出現的錯誤。英文文法的三個面向—形式、意義、及功能傳達其語意、語境、及語用，因此在教學時，教科書是否能公平地呈現出這三個面向就特別重要。之前的研究顯示，台灣國、高中教科書在呈現被動語態時，較著重句法而忽略了語境及語用。本研究從形式、意義、及功能此三面向去檢視被動語態在高中英文課本中的呈現。研究發現英文被動語態在課本中的形式幾乎只以be-passives為主。而被動語態的意義及功能在課本中則是透過例句及文法練習題的方式呈現，讓學生推演出來。希望本研究能對未來的教科書編排，或對於教師在教授被動語態時，有些許建議及幫助。zh_TW
dc.description.abstract (摘要) Passive voice is one of the difficult sentence structures for Taiwanese students to acquire, considering Chinese is a topic prominent language and English is a subject prominent language, and the difference between Chinese and English makes passive voice difficult for students with Chinese as their mother tongue to acquire. It is claimed that the three dimensions- form, meaning, and use- of English grammar aimed to fulfill specific functions in language teaching and are therefore important to be covered equally in an English textbook. Previous studies have shown that when instructing passive voice, junior high and high school English textbooks focus more on the sentential and syntactic level, and the introduction on discourse and semantic level has been neglected. The current study examined the presentation of passive voice in senior high school English textbooks from the dimensions of form, meaning, and use. It is found that passive voices in the set of textbooks were mainly in the form of be-passives. The meaning and use of passive voice was presented with exercises and examples in a deductive way in the textbooks. It is hoped to provide pedagogical suggestions for textbook writers and language teachers on English passive voice instructions.en_US
dc.description.tableofcontents Table of Contents
Acknowledgments iii
Table of Contents iv
List of Tables vi
List of Figures vii
Chinese Abstract viii
English Abstract ix
Chapter One Introduction 1
1.1 Background and Motivation 1
1.1.1 Background 1
1.1.2 Motivation 2
1.2 Purpose and Research Questions of the Study 4
1.3 Significance of the Study 5
Chapter Two Literature Review 7
2.1 Differences and similarities between the passive voice in Chinese and English 7
2.2 Studies on students’ learning of English passive voice 11
2.3 Studies on textbook analysis regarding English passive voice 12
2.4 A Three-Dimensional Grammar Framework 14
2.5 Form, meaning, and use of passive voice 17
2.5.1 Form of passive voice 18
2.5.2 Meaning of passive voice 20
2.5.3 Use of passive voice 21
2.6 Grammar recycling 23
Chapter Three Methodology 25
3.1 The Framework for Data Analysis 25
3.1.1 Categories of different forms of passive sentences 25
3.1.2 Distributions of different forms of passive sentences 26
3.1.3 Analysis of the meaning and use of passive sentences 27
3.2 Data for Analysis 29
Chapter Four Findings and Results 33
4.1 Analysis of the Form of Passive Voice 33
4.1.1 The construction of passive voice in the set of textbooks 35
4.1.2 The exercise of passive voice related to form 43
4.2 Analysis of the Meaning of Passive Voice 45
4.3 Analysis of the Use of Passive Voice 50
4.4 The Distribution of Passive Voice 54
4.5 Summary of the Analysis 58
Chapter Five Conclusion 63
5.1 Discussion on Current Findings 63
5.2 Limitations of the Study 69
5.3 Suggestions for Future Research 69
References 71
Appendix Materials from Different Sections of the Textbook for Analysis 73		zh_TW
dc.format.extent 1829256 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0104951003en_US
dc.subject (關鍵詞) 被動式zh_TW
dc.subject (關鍵詞) 英文教科書zh_TW
dc.subject (關鍵詞) Passive voiceen_US
dc.subject (關鍵詞) English textbooksen_US
dc.title (題名) 探討台灣英文教科書被動語態解析與呈現: 高中英文教科書分析zh_TW
dc.title (題名) An Analysis of the Presentation of the Passive Voice in Taiwan’s High School English Textbooksen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Anisfeld, M., & Klenbort, I. (1973). On the functions of structural paraphrase: The view from the passive voice. Psychological bulletin, 79(2), 117-126.
Celce-Murcia, M., Larsen-Freeman, D., & Williams, H. (1999). The grammar book: An ESL/EFL teacher`s course (Second ed.). the Unisted States of America: Heinle & Heinle Publishers.
Chang, H.-c. (2019). An Analysis of Sentence Structures in JCEE advanced Writer`s English Compositions: National Chengchi University.
Chang, W.-C., & Li, I. C. (2008). Examining English Grammar Instruction in Taiwan`s Senior High Schools: A Discourse/Pragmatic Perspective. English Teaching and Learning 32(2), 123-155.
Chen, L. C.-T. (2002). Textbook Selection for Senior High School Students in Greater Taipei Area. (Master`s thesis), National Taiwan Normal University.
Collins, P. C. (1996). Get‐passives in English. World Englishes, 15(1), 43-56.
Cunningsworth, A. (1995). Choosing your coursebook: Oxford Heinemann.
Hendrickson, J. M. (1992). Teaching for Communicative Proficiency. Hispania, 75(1), 201-206.
Her, O.-S. (2009). Unifying the long passive and the short passive: On the bei construction in Taiwan Mandarin. Language and Linguistics, 10(3), 421-470.
Hsieh, B. Z.-J. (2007). An Analysis of Writing Materials in Senior High School English Textbooks in Taiwan. (Master`s thesis), National Taiwan Normal University.
Hsueh, C.-H., & Hsu, C.-H. (2015). A cultural exploration behind teaching passive voice. Chaoyang Journal of Humanities and Social Sciences, 13, 85-100.
Huang, G. C.-Y. (2011). Analysis of Cognitive Processes and Knowledge Types of Questions and Activities in Senior High School English Textbooks in Taiwan. (Master`s thesis), National Taiwan Normal University.
Huang, M.-T. (2012). Post-Use Evaluation of Junior High School English Textbooks in Taiwan (Master`s thesis), National Taiwan Normal University.
Huang, S.-I. (2016). An analysis of vocational high school English textbooks: A case study of students` cultural awaremess and learning interest. (Master`s thesis), National Kaohsiung Normal University
Hung, L.-C. (2008). Grammatical Structure Recycling in Junior High School English Textbooks for Nine-year Integrated Curriculum. (Unpublished master’s thesis), National Taiwan Normal University. Taipei, Taiwan.
Hutchinson, T., & Torres, E. (1994). The textbook as agent of change. ELT Journal, 48(4), 315-328.
Kong, S. (2020). Passives in Chinese speakers` L2 English. Lingua, 240, 102836.
Larsen-Freeman, D. (1991). Teaching grammar. Teaching English as a second or foreign language, 2, 279-296.
Larsen-Freeman, D. (2001). Teaching grammar. Teaching English as a second or foreign language, 3, 251-266.
Larsen-Freeman, D. (2003). Teaching language: From grammar to grammaring. USA: Heinle, Cengage Learing.
Leu, M. M. (2004). The Use and Evaluation of Teaching Materials for Vocational High Schools in Taiwan. (Unpublished master’s thesis), National Taiwan Normal University.
Li, B. (2014). A comparative study of English and Chinese passives from the perspective of figure-ground theory. Theory and Practice in Language Studies, 4(7), 1370.
Li, C. N., & Thompson, S. A. (1976). Development of the causative in Mandarin Chinese: Interaction of diachronic processes in syntax The grammar of causative constructions (pp. 477-492): Brill.
Li, S. (2014). An Investigation into the Influence of Chinese Topic-prominent Features on Chinese EFL Learners` Acquisition of Passive Voice. Cambridge Journal of China Studies, 9(1), 109-121.
Lin, Y. H. (2016). The use of causal relations in narrations and expositions: a case study of Taiwan senior high school textbooks and high performance students` compositions. (Unpublished master’s thesis), National Chengchi University.
Macías, D. F. (2010). An Exploration of a Three-Dimensional Grammar Framework in Foreign Language Teaching: The Case of the English Passive Voice. Lenguaje, 38(2), 331-347.
Nunan, D. (1998). Teaching grammar in context. ELT Journal, 52(2), 101-109.
Shibatani, M. (1985). Passives and related constructions: A prototype analysis. Language, 821-848.
Thompson, D. (2012). Getting at the passive: Functions of passive-types in English. University of Glasgow.
Tseng , Y.-F. (2009). The use of English passive voice by Taiwanese college students. (Unpublished master’s thesis), National Chengchi University.
Wang, Y.-T., & Li, X.-F. (2007). Comparative study of notional passive in English and Chinese. Sino-US English Teaching, 4(12), 47-52.
Yim, B. (1998). A contextual analysis of the" get"-passive in spoken American English. (Doctoral dissertation), University of California, Los Angeles.
Yip, V. (1995). Interlanguage and learnability : from Chinese to English / Virginia Yip. Amsterdam; J. Benjamins.		zh_TW