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Please use this identifier to cite or link to this item: https://ah.lib.nccu.edu.tw/handle/140.119/35987
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dc.contributor.advisor林啟一zh_TW
dc.contributor.advisorLin, Chi-yeeen_US
dc.contributor.author彭宜秝zh_TW
dc.contributor.authorPeng, Yi-lien_US
dc.creator彭宜秝zh_TW
dc.creatorPeng, Yi-lien_US
dc.date2002en_US
dc.date.accessioned2009-09-18T08:42:03Z-
dc.date.available2009-09-18T08:42:03Z-
dc.date.issued2009-09-18T08:42:03Z-
dc.identifierG0089951008en_US
dc.identifier.urihttps://nccur.lib.nccu.edu.tw/handle/140.119/35987-
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.description89951008zh_TW
dc.description91zh_TW
dc.description.abstract國立政治大學英國語文學系碩士在職專班\r\n碩士論文提要\r\n\r\n論文名稱：對比修辭：高中學生英文寫作中介語言之研究\r\n指導教授: 林啟一博士\r\n研究生: 彭宜秝\r\n論文提要內容:\r\n學習者的語言，中介語言，已經被視為有它自己的規則的一個獨特的語言系統。本研究旨在探討學生英文寫作上的中介語言的結構及形成原因。\r\n本研究蒐集了576篇高三學生模擬考英文作文，加以分析歸納出錯置的主詞和不良的虛主詞兩大類高中生中介語句型。這兩類句型正如銅板的兩面，凸顯了主題明顯的中文和主詞明顯的英文類型結構的對比，也證明學生在以英文表情達意時，不自覺的以中文主題明顯之架構為其中介語之基底結構，以致於表面上雖為主詞+動詞之英語句式卻仍有不知所云的困窘。本研究結果建議在英語教學上同時也應喚醒學生主題明顯的中文語言意識，並在生活上營造真正以英語為第二語言的情境，使學生能耳濡目染充分接觸英語，浸潤在主詞明顯的英語環境中，以利學生中介語更趨近目標語之發展。zh_TW
dc.description.abstractAbstract\r\nLearners’ language, interlanguage, has been recognized as a unique language system with rules of its own. The purpose of this study is to figure out the constructions and causes of senior high school students’ interlanguage (termed as SSIL) in their English compositions.\r\nFive hundred and seventy six compositions written by seniors in senior high schools in the Taipei area, were collected and analyzed in this study. Two major SSIL constructions were derived: Misused Subjects and Ill-formed Expletives. The two constructions are like the two sides of a coin manifesting the contrast between topic-prominent Chinese and subject-prominent English. Two major factors contribute to the construction of SSIL: topicalization and poor awareness of L1 structures.\r\nIt is suggested that students’ language awareness of their native language, Chinese, should be aroused, and that the creation of a more English conscious environment in real life situation may facilitate the development of SSIL toward the target language, English.\r\n\r\n\r\n\r\n\r\n\r\nkey words: interlanguage, topic-prominence, subject-prominence, topicalization, language awarenessen_US
dc.description.tableofcontentsTable of Contents\r\nPage\r\nAcknowledgements iii\r\nChinese Abstract vi\r\nEnglish Abstract vii\r\n1. Introduction 1\r\n1.1 Motivation and Purpose 1\r\n1.1.1 Significance of composition writing in senior high school 1\r\n1.1.2 Problems with students’ English compositions 1\r\n1.1.3 Beyond error analysis: interlanguage as a natural language 2\r\n1.2 Rationale 3\r\n1.2.1 L2 Development 3\r\n1.2.2 Defining Senior High School Students’ L2 Development 3\r\n1.3. Thesis Question 5\r\n2. Literature Review 7\r\n2.1 SLA Theories 7\r\n2.2 Recognition of Interlanguage 8\r\n2.3 Previous Studies on the Interlanguage of Chinese Learners of English 11\r\n2.4 Typological Difference Between Chinese and English Structures 12\r\n2.5 Language Awareness 23\r\n2.6 The Nature of SSIL 24\r\n3. Research Methods 25\r\n3.1 Data Collection 25\r\n3.2 Categorizing SSIL Sentences for Analysis 26\r\n4. Data Analysis & Discussion 28\r\n4.1 Identifying SSIL Patterns 28\r\n4.2 Misused Subjects 32\r\n4.2.1 Displaced Subject 32\r\n4.2.2 Double Subject 36\r\n4.2.3 Topicalized Subject 38\r\n4.2.4 Time-or-Locative Subject 43\r\n4.3 Mistaken Expletive Patterns 51\r\n4.3.1 Lapse of Non-referential “It” 52\r\n4.3.2 Ill-fromed Existential “There be” 58\r\n4.3.2.1 “There be…” + Ving 59\r\n4.3.2.2 “There be…” + V 60\r\n4.4 Discussion 70\r\n5. Conclusion, Implications & Suggestions 75\r\n5.1 Conclusion 75\r\n5.1.1 Summary of Findings: SSIL Patterns 75\r\n5.1.2 Factors Contributing to SSIL Patterns 76\r\n5.1.3 Lack of Exposure to TL 76\r\n5.1.4 Influence of NL 77\r\n5.2 Fossilization of IL 77\r\n5.3 Fossilization of SSIL 78\r\n5.4 Implications and Suggestions 80\r\n5.4.1 Arousing Language Awareness 80\r\n5.4.2 Pedagogical Implications and Suggestions 81\r\nAppendixes\r\n I. SSIL Sentences 83\r\n II. Students’ Compositions 89\r\nReferences 97zh_TW
dc.language.isoen_US-
dc.source.urihttp://thesis.lib.nccu.edu.tw/record/#G0089951008en_US
dc.subjectinterlanguageen_US
dc.subjecttopic-prominenten_US
dc.subjectsubject-prominenten_US
dc.subjectlanguage awarenessen_US
dc.titleContrastive Rhetoric: A Study on Senior High School Students` Interlanguage in English Compositionszh_TW
dc.title對比修辭:高中生英文寫作中介語言之研究zh_TW
dc.typethesisen
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