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題名 台灣高中生英文寫作中副詞子句之使用
The use of English adverbial clauses in Taiwanese senior high school students’ writing作者 余佳玟
Yu, Jia Wen貢獻者 尤雪瑛
Yu, Hsueh Ying
余佳玟
Yu, Jia Wen關鍵詞 副詞子句
附屬連接詞
副詞子句使用頻率
副詞子句錯誤分析
教科書
adverbial clauses
subordinate conjunctions
frequency
error analysis
textbook evaluation日期 2010 上傳時間 27-Jun-2013 13:46:57 (UTC+8) 摘要 本研究旨在探討台灣高中生副詞子句的使用，並且探究台灣高中生在副詞子句使用上所產生的錯誤。此外，為更進一步了解台灣高中生對於副詞子句的認知，本研究亦檢視了目前國內高中生普遍所使用的英語教科書，以了解英語副詞子句的呈現方式以及內容的編排。本研究受試者為兩班高二學生，一共43位。研究工具為學生高二上學期三篇指定英文作文寫作。研究結果顯示，副詞子句為一高中生作文中常出現之句型結構。受試者能夠使用不同語意種類的副詞子句來補充說明主要子句的訊息。在各式不同種類副詞子句當中，時間副詞子句出現頻率最高。限定副詞子句(finite adverbial clauses)使用的頻率遠多於非限定副詞子句(non-finite adverbial clauses)。限定副詞子句使用當中，時間副詞子句、因果副詞子句、條件副詞子句、目的副詞子句以及讓步副詞子句，依序為最常使用的副詞子句；非限定副詞子句使用當中，目的副詞子句以及時間副詞子句為使用頻率最高的副詞子句。 雖然副詞子句是基本句型，但經錯誤分析的結果顯示，學生對於副詞子句沒有完整的了解，仍有不正確的使用。整體而言，句子不完整( sentence fragment)以及使用錯誤（不恰當）副詞連接詞使用(illogical subordinate conjunction)為最常發生的錯誤。在限定副詞子句使用上，最常犯的錯誤為不完整句子、錯誤或不恰當的副詞連接詞使用、重複連接詞標記(double marking)以及無主語(null subject)。在非限定副詞子句使用上，不連結修飾語(dangling modifier)為最常出現之錯誤。這些錯誤很可能是因為中文以及英文之間的差異以及對副詞子句沒有充分的理解所導致。 而教科書當中對副詞子句的介紹，也可以解釋學生學習使用副詞子句所犯的錯誤及遭遇的問題。從檢視教科書以及教師手冊當中的句型以及寫作兩個單元發現，在句型呈現上，副詞子句的介紹以及呈現主要著重在單句句型結構以及語意相近的句型結構替換。副詞子句的篇章功能以及副詞連接詞的使用則較被忽略。句型練習中，也較少有情境式的真實語言呈現。在寫作單元上，副詞子句也多半侷限於其句型結構上，而忽略了其詳細語用以及篇章功能概念。綜合研究結果，本研究提出較完善的教學建議，以幫助教學工作者以及學習者對副詞子句在教學上及學習上有更進一步的了解。
The purpose of the present study is to investigate how adverbial clauses are used in Taiwanese senior high school students’ written production and what kinds of difficulties students encounter in employing the structure. In addition, to understand how Taiwanese EFL learners construct their knowledge of adverbial clauses, senior high school students’ English textbooks and teachers’ manuals are also examined to find out the presentation of adverbial clauses. Forty-three senior high school students from two different classes in their second year participated in the research. Three assigned compositions in one semester were collected for data analysis. The result showed that adverbial clauses are commonly utilized to express various types of circumstantial meanings in the learners’ writing. Temporal adverbial clauses are of the most use among different kinds of adverbial clauses. Adverbial clauses are further categorized into two types: finite and non-finite adverbial clauses. The use of finite adverbial clauses is far more frequent than the use of non-finite adverbial clauses. This may attribute to the amount of exposure to the finite adverbial clauses and syntactic complexities of non-finite clauses. In finite clauses, temporal adverbial clauses are the most frequently used, followed by causal, conditional, purpose and concessive adverbial clauses respectively. In non-finite adverbial clauses, adverbial clauses of purpose are the most used, then clauses of time. To identify Taiwanese senior high school students’ difficulties in using adverbial clauses, an error analysis was conducted. It was found that adverbial clauses are problematic to the learners. Overall, sentence fragment and illogical subordinate conjunction are the two main error types. Most of the errors occur in finite clauses, including sentence fragment, illogical subordinate conjunction, double marking and null subject. In non-finite clauses, error type is exclusively dangling modifier. The reasons for the errors may be due to learners’ incomprehensive understanding toward the use of adverbial clauses and the differences between Chinese and English. In addition, learners’ textbooks were evaluated to see how adverbial clauses were generally introduced and presented. An examination of grammar (sentence patterns) and writing sections revealed that in grammar section, the emphasis is mainly on the introduction of various linguistic forms of adverbial clauses and syntactic structures that bear similar semantic meanings. Moreover, they are presented mostly in isolation without meaningful and contextual presentations. The functional aspect of adverbial clauses and the contextual presentation of subordinate conjunctions are quite neglected. Likewise, in writing section, the focus is mostly limited to the introduction of various types of adverbial clauses and subordinate conjunctions. 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英國語文學研究所
945510241
99資料來源 http://thesis.lib.nccu.edu.tw/record/#G0945510241 資料類型 thesis dc.contributor.advisor 尤雪瑛 zh_TW dc.contributor.advisor Yu, Hsueh Ying en_US dc.contributor.author (Authors) 余佳玟 zh_TW dc.contributor.author (Authors) Yu, Jia Wen en_US dc.creator (作者) 余佳玟 zh_TW dc.creator (作者) Yu, Jia Wen en_US dc.date (日期) 2010 en_US dc.date.accessioned 27-Jun-2013 13:46:57 (UTC+8) - dc.date.available 27-Jun-2013 13:46:57 (UTC+8) - dc.date.issued (上傳時間) 27-Jun-2013 13:46:57 (UTC+8) - dc.identifier (Other Identifiers) G0945510241 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/58575 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 英國語文學研究所 zh_TW dc.description (描述) 945510241 zh_TW dc.description (描述) 99 zh_TW dc.description.abstract (摘要) 本研究旨在探討台灣高中生副詞子句的使用，並且探究台灣高中生在副詞子句使用上所產生的錯誤。此外，為更進一步了解台灣高中生對於副詞子句的認知，本研究亦檢視了目前國內高中生普遍所使用的英語教科書，以了解英語副詞子句的呈現方式以及內容的編排。本研究受試者為兩班高二學生，一共43位。研究工具為學生高二上學期三篇指定英文作文寫作。研究結果顯示，副詞子句為一高中生作文中常出現之句型結構。受試者能夠使用不同語意種類的副詞子句來補充說明主要子句的訊息。在各式不同種類副詞子句當中，時間副詞子句出現頻率最高。限定副詞子句(finite adverbial clauses)使用的頻率遠多於非限定副詞子句(non-finite adverbial clauses)。限定副詞子句使用當中，時間副詞子句、因果副詞子句、條件副詞子句、目的副詞子句以及讓步副詞子句，依序為最常使用的副詞子句；非限定副詞子句使用當中，目的副詞子句以及時間副詞子句為使用頻率最高的副詞子句。 雖然副詞子句是基本句型，但經錯誤分析的結果顯示，學生對於副詞子句沒有完整的了解，仍有不正確的使用。整體而言，句子不完整( sentence fragment)以及使用錯誤（不恰當）副詞連接詞使用(illogical subordinate conjunction)為最常發生的錯誤。在限定副詞子句使用上，最常犯的錯誤為不完整句子、錯誤或不恰當的副詞連接詞使用、重複連接詞標記(double marking)以及無主語(null subject)。在非限定副詞子句使用上，不連結修飾語(dangling modifier)為最常出現之錯誤。這些錯誤很可能是因為中文以及英文之間的差異以及對副詞子句沒有充分的理解所導致。 而教科書當中對副詞子句的介紹，也可以解釋學生學習使用副詞子句所犯的錯誤及遭遇的問題。從檢視教科書以及教師手冊當中的句型以及寫作兩個單元發現，在句型呈現上，副詞子句的介紹以及呈現主要著重在單句句型結構以及語意相近的句型結構替換。副詞子句的篇章功能以及副詞連接詞的使用則較被忽略。句型練習中，也較少有情境式的真實語言呈現。在寫作單元上，副詞子句也多半侷限於其句型結構上，而忽略了其詳細語用以及篇章功能概念。綜合研究結果，本研究提出較完善的教學建議，以幫助教學工作者以及學習者對副詞子句在教學上及學習上有更進一步的了解。 zh_TW dc.description.abstract (摘要) The purpose of the present study is to investigate how adverbial clauses are used in Taiwanese senior high school students’ written production and what kinds of difficulties students encounter in employing the structure. In addition, to understand how Taiwanese EFL learners construct their knowledge of adverbial clauses, senior high school students’ English textbooks and teachers’ manuals are also examined to find out the presentation of adverbial clauses. Forty-three senior high school students from two different classes in their second year participated in the research. Three assigned compositions in one semester were collected for data analysis. The result showed that adverbial clauses are commonly utilized to express various types of circumstantial meanings in the learners’ writing. Temporal adverbial clauses are of the most use among different kinds of adverbial clauses. Adverbial clauses are further categorized into two types: finite and non-finite adverbial clauses. The use of finite adverbial clauses is far more frequent than the use of non-finite adverbial clauses. This may attribute to the amount of exposure to the finite adverbial clauses and syntactic complexities of non-finite clauses. In finite clauses, temporal adverbial clauses are the most frequently used, followed by causal, conditional, purpose and concessive adverbial clauses respectively. In non-finite adverbial clauses, adverbial clauses of purpose are the most used, then clauses of time. To identify Taiwanese senior high school students’ difficulties in using adverbial clauses, an error analysis was conducted. It was found that adverbial clauses are problematic to the learners. Overall, sentence fragment and illogical subordinate conjunction are the two main error types. Most of the errors occur in finite clauses, including sentence fragment, illogical subordinate conjunction, double marking and null subject. In non-finite clauses, error type is exclusively dangling modifier. The reasons for the errors may be due to learners’ incomprehensive understanding toward the use of adverbial clauses and the differences between Chinese and English. In addition, learners’ textbooks were evaluated to see how adverbial clauses were generally introduced and presented. An examination of grammar (sentence patterns) and writing sections revealed that in grammar section, the emphasis is mainly on the introduction of various linguistic forms of adverbial clauses and syntactic structures that bear similar semantic meanings. Moreover, they are presented mostly in isolation without meaningful and contextual presentations. The functional aspect of adverbial clauses and the contextual presentation of subordinate conjunctions are quite neglected. Likewise, in writing section, the focus is mostly limited to the introduction of various types of adverbial clauses and subordinate conjunctions. Clearer explanations of the conjunctions and the functional role of adverbial clauses in writing are relatively overlooked. Concluding from the previous findings, it is suggested that more explicit and contextual presentations are needed to help learners to develop a more complete understanding of the use of adverbial clauses. en_US dc.description.tableofcontents Acknowledgement iiiChinese Abstract xivEnglish Abstract xviChapter1. Introduction 1 Motivation 1 Purpose of the Study 4 Significance of the Study 5 Organization of the Study 62. Literature Review 8 Grammar in Communicative Language Teaching 8 Concept of Communicative Language Teaching 9 The Role of Grammar in Communicative Language Teaching 10 Adverbial Clauses 11 The Concept of Coordination and Subordination 11 Syntactic Aspect of Adverbial Clauses 13 Semantic Aspect of Adverbial Clauses 16 Pragmatic Aspect of Adverbial Clauses 25 Adverbial Clauses in ESL/EFL Writing 26 Writing Maturity 26 Previous Studies on ESL/EFL Learners’ Use of Adverbial Clauses 27 Error Analysis 30 Concept of Error Analysis 30 The Role of Error Analysis in Grammar Instruction 31 Sources of Errors 32 Textbook Evaluation and Grammar Instruction 33 The Evaluation Criteria for Textbook Grammar Presentation 343. Methodology 36 Participants 37 Data 37 Data Collection Procedures 39 Data Analysis Procedures 40 The Frequency of the Use of Adverbial Clauses 41 Error Types of Adverbial Clauses 42 Textbook Evaluation 474. Results and Discussions 49 Overall Frequency of Adverbial Clauses 49 Finite Adverbial Clauses Use 52 Non-finite Adverbial Clauses Use 59 Error Types of Adverbial Clauses 63 Error Types in Finite Clauses 67 Sentence Fragment 67 Illogical Subordinate Conjunction 70 Double Marking 75 Null Subject 77 Error Types in Non-finite Clauses 78 Summary of the Error Types 79 Adverbial Clauses in EFL Learners`Textbooks 80 Presentation of Adverbial Clauses in Textbooks and Teachers`Manuals 80 Presentation of Adverbial Clauses in Writing 865. Conclusion 90 Summary of the Major Findings 90 Pedagogical Implications 92 Limitations of the Present Study and Suggestion for Future Studies 97References 99Appendixes 111 zh_TW dc.format.extent 7238297 bytes - dc.format.mimetype application/pdf - dc.language.iso en_US - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0945510241 en_US dc.subject (關鍵詞) 副詞子句 zh_TW dc.subject (關鍵詞) 附屬連接詞 zh_TW dc.subject (關鍵詞) 副詞子句使用頻率 zh_TW dc.subject (關鍵詞) 副詞子句錯誤分析 zh_TW dc.subject (關鍵詞) 教科書 zh_TW dc.subject (關鍵詞) adverbial clauses en_US dc.subject (關鍵詞) subordinate conjunctions en_US dc.subject (關鍵詞) frequency en_US dc.subject (關鍵詞) error analysis en_US dc.subject (關鍵詞) textbook evaluation en_US dc.title (題名) 台灣高中生英文寫作中副詞子句之使用 zh_TW dc.title (題名) The use of English adverbial clauses in Taiwanese senior high school students’ writing en_US dc.type (資料類型) thesis en dc.relation.reference (參考文獻) Azar, B. S. (1999). Understanding and using English grammar (3rd ed.). 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