Please use this identifier to cite or link to this item:
https://ah.lib.nccu.edu.tw/handle/140.119/84815| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | 黃麗儀 | zh_TW |
| dc.contributor.advisor | Huang, Li-Yi | en_US |
| dc.contributor.author | 楊心蕙 | zh_TW |
| dc.contributor.author | Yang, Xin-Hui | en_US |
| dc.creator | 楊心蕙 | zh_TW |
| dc.creator | Yang, Xin-Hui | en_US |
| dc.date | 2001 | en_US |
| dc.date.accessioned | 2016-04-15T07:57:57Z | - |
| dc.date.available | 2016-04-15T07:57:57Z | - |
| dc.date.issued | 2016-04-15T07:57:57Z | - |
| dc.identifier | A2002001002 | en_US |
| dc.identifier.uri | http://nccur.lib.nccu.edu.tw/handle/140.119/84815 | - |
| dc.description | 碩士 | zh_TW |
| dc.description | 國立政治大學 | zh_TW |
| dc.description | 語言學研究所 | zh_TW |
| dc.description | 87555003 | zh_TW |
| dc.description.abstract | 字彙在英語教學上佔有重要地位。因為字彙中的形式、語意和功能用法非屬於一對一之關係，所以常會造成學習者使用上的困擾，進而阻礙溝通。此篇論文主要在探討學習者對於語意之使用情形，希望可以找出以中文為母語的學習者在形式-語意連結上的共通點和所遵循的規則，以及連結背後之影響因素。 | zh_TW |
| dc.description.abstract | As Wilkins (1972) states that \"Without grammar very little can be conveyed, without vocabulary nothing can be conveyed\" (p.111), vocabulary plays an important role in the learning of a foreign language. However, the form, meaning, and function of vocabulary is not of a one-to-one correspondence. The mismapping often leads to misunderstanding and blocks communication. The study tries to explore how English learners in Taiwan manipulate the form-meaning mapping, and what the factors are to influence the mapping. | en_US |
| dc.description.tableofcontents | 封面頁\r\n證明書\r\nAcknowledgements(誌謝)\r\n個人簡歷\r\nTABLE OF CONTENTS(目錄)\r\nList of Tables and Figures(圖表目錄)\r\nChinese Abstract\r\nEnglish Abstract\r\nChapter 1 Introduction\r\n1.1 Motivation\r\n1.2 Goal of the Study\r\n1.3 Organization\r\nChapter 2 Literature Review\r\n2.1 Lexical Meaning\r\n2.2 Collocation\r\n2.3 Ll Transfer and Interlanguage\r\n2.4 Corpora\r\n2.5 Pedagogy\r\n2.6 Conclusion\r\nChapter 3 Methodology\r\n3.1 Synchronic Approach\r\n3.2 Verbs as the Investigated Object\r\n3.3 Corpus Assistance\r\n3.4 Task Design\r\nTask One - Problem Solving\r\nTask Two - Cloze Test\r\nTask Three - Mini-text\r\nTask Four - Translation\r\n3.5 Subject Background Sheet\r\n3.6 Subjects\r\n3.6.1 Background of Subjects\r\n3.6.2 Proficiency Test\r\n3.7 Method of Analysis\r\n3.8 Summary\r\nChapter 4 Analyses and Discussion\r\n4.1 Analyses on the Four Tasks\r\n4.1.1 Task One\r\n4.1.1.1 The First Group of Subjects\r\n4.1.1.2 The Second Group of Subjects\r\n4.1.1.3 The Third Group of Subjects\r\n4.1.1.4 Summary of Task One\r\n4.1.2 Task Two\r\n4.1.2.1 The First Group of Subjects\r\n4.1.2.2 The Second Group of Subjects\r\n4.1.2.3 The Third Group of Subjects\r\n4.1.2.4 Summary of Task Two\r\n4.1.3 Task Three\r\n4.1.3.1 The First Group of Subjects\r\n4.1.3.2 The Second Group of Subjects\r\n4.1.3.3 The Third Group of Subjects\r\n4.1.3.4 Summary of Task Three\r\n4.1.4 Task Four\r\n4.1.4.1 The First Group of Subjects\r\n4.1.4.2 The Second Group of Subjects\r\n4.1.4.3 The Third Group of Subjects\r\n4.1.4.4 Summary of Task Four\r\n4.1.5 Conclusion of the Analyses on the Four Tasks\r\n4.2 Further Analyses on Form-Meaning Mapping\r\n4.2.1 Lexical Meaning\r\n4.2.2 Collocation\r\n4.2.3 Frequency\r\n4.2.4 L1 Transfer\r\n4.2.5 Conclusion of the Form-Meaning Mapping Analyses\r\n4.3 Analyses on Subject Background Sheets\r\n4.3.1 Subjects` Background Information\r\n4.3.1.1 the Age to Start Learning English\r\n4.3.1.2 Length of English Learning\r\n4.3.1.3 Preference for English\r\n4.3.1.4 Self-reported Assessment for Proficiency Levels of English\r\n4.3.1.5 the Order of Difficulty in English Learning\r\n4.3.1.6 Aspects Noticed in English Vocabulary Learning\r\n4.3.1.7 Aspects that are Difficult in English Vocabulary Learning\r\n4.3.1.8 the Process of Self-expressing in English\r\n4.3.2 Relations between the Subject Background Information and the Researcher-designed Proficiency Test\r\n4.3.2.1 Relations between the Age to Start Learning English and the Researcher-designed Proficiency Test\r\n4.3.2.2 Relations between Length of English and the Researcher-designed Proficiency Test\r\n4.3.2.3 Relations between Preference for English and the Researcher-designed Proficiency Test\r\n4.2.3.4 Relations between Self-reported Assessment of Proficiency Levels of English and the Researcher-designed Proficiency Test\r\n4.2.3.5 Relations between the Process of Self-expressing in English and the Research-designed Proficiency Test\r\n4.3.3 Conclusions of the Analyses on Subject Background Sheets\r\n4.4 Semantic Networks\r\n4.5 Summary\r\nChapter 5 Pedagogical Implications and Application\r\nActivity One\r\nActivity Two\r\nActivity Three\r\nChapter 6 Conclusion and Future Research\r\n6.1 Conclusion\r\n6.2 Limitations and Future Researches\r\nReferences\r\nAppendixes\r\nA Proficiency Test\r\nB Tasks\r\nC Subject Background Sheet\r\nD Data of a Subject with High Proficiency Level\r\nE Data of a Subject with Medial Proficiency Level\r\nF Data of a Subject with Low Proficiency Level | zh_TW |
| dc.source.uri | http://thesis.lib.nccu.edu.tw/record/#A2002001002 | en_US |
| dc.subject | 英語教學 | zh_TW |
| dc.subject | 字彙 | zh_TW |
| dc.subject | 形式--語意搭配 | zh_TW |
| dc.subject | Second Language Acquisition | en_US |
| dc.subject | vocabulary | en_US |
| dc.subject | form-meaning mapping | en_US |
| dc.title | 台灣中學生對英語字彙語意之操控使用研究--以五個常用動詞為例 | zh_TW |
| dc.title | The Manipulation of English Word Meaning by Senior High School Students in Taiwan : Taking Five Most Frequently Used Verbs for Example | en_US |
| dc.type | thesis | en_US |
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| item.cerifentitytype | Publications | - |
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| item.openairetype | thesis | - |
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