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Title: 台灣高中生記敘文主題類型之研究
A study on theme types in Taiwanese senior high school students' narratives
Authors: 蔡慈娟
Tsai, Tsi Chuen
Contributors: 尤雪瑛
Yu, Hsueh Ying
Tsai, Tsi Chuen
Keywords: 主題評論結構
theme-rheme structure
information system
theme types
word order
writing coherence
discourse study
Date: 2011
Issue Date: 2012-10-30 10:33:10 (UTC+8)
Abstract: 句子的主題具備了串連訊息、引導文句發展的重要功能,然而資料顯示許多外語學習者常因為使用不適當的主題而影響語句的連貫性以及文章的流暢度。本研究透過觀察台灣高中生記敘文的主題類型,分析其在高、中、低分群學生文章中的使用情形來了解主題的選用對文章連貫性以及整體作文品質的影響。
Theme plays a significant role in guiding the information flow in text. Nonetheless, there is evidence indicating that many EFL learners often fail to make good choices of theme to secure sentential relationship or writing coherence.
Through the observation on the occurrences and distribution of theme types in three levels of student compositions: the high, the middle and the low-rated narratives, the present study aims to investigate the establishment of theme in Taiwanese senior high school students’ narratives in order to gain understanding of theme’s effect on writing coherence and writing quality.
The entire study consists of a pilot study and a formal one. The pilot study helps establish the criteria for the main study. In the main study, 111 student compositions were gathered and two raters were recruited and trained for the rating. Based on the rating system, the student compositions are divided into 3 levels. 10 samples from each level were randomly selected for thematic analysis.
The result shows that the occurrences and distribution of theme types in the three levels of writing are alike. In general, unmarked NP theme is the most favored by all the students and marked theme Non-fi C + NP is the least desirable. Nonetheless, in terms of the establishment of theme, there are major differences between groups. In particular, the high-rated essays tend to establish a theme that is connected to the theme or the rheme in the preceding discourse or provides background information for the development of the event. In contrast, the mid-or low-rated essays are more likely to establish a theme that is unrelated or disruptive to the progression of the current discourse. Based on the findings of the present study, it is suggested that the notion of theme including its features and functions be incorporated into the teaching of English compositions to help Taiwanese senior high school students identify the characteristics of coherent writing and facilitate coherence in their English narratives.
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