| dc.contributor.advisor | 黃麗儀 | zh_TW |
| dc.contributor.advisor | Huang, Li-Yi | en_US |
| dc.contributor.author (Authors) | 翁祥景 | zh_TW |
| dc.contributor.author (Authors) | Weng, Hsiang-Ching | en_US |
| dc.creator (作者) | 翁祥景 | zh_TW |
| dc.creator (作者) | Weng, Hsiang-Ching | en_US |
| dc.date (日期) | 2002 | en_US |
| dc.date.accessioned | 6-May-2016 16:33:08 (UTC+8) | - |
| dc.date.available | 6-May-2016 16:33:08 (UTC+8) | - |
| dc.date.issued (上傳時間) | 6-May-2016 16:33:08 (UTC+8) | - |
| dc.identifier (Other Identifiers) | G91NCCU0532012 | en_US |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/94373 | - |
| dc.description (描述) | 碩士 | zh_TW |
| dc.description (描述) | 國立政治大學 | zh_TW |
| dc.description (描述) | 英國語文學系 | zh_TW |
| dc.description.abstract (摘要) | 本論文目的在研究鏡相詞庫的講授對台灣國中學生中文英譯是否有影響。鏡相詞庫是指兩種語言在同義句中出現詞庫排列相反的現象。 | zh_TW |
| dc.description.abstract (摘要) | The study aims to investigate the effect of imparting mirror image phenomenon on the performance of Chinese-English translation of junior high school students in Taiwan. Mirror image phenomenon occurs when two different languages show the opposite word order between the corresponding sentences. | en_US |
| dc.description.tableofcontents | Chapter 1.Introduction-----1 1.1 Motivation-----1 1.2 Research Questions-----2 1.3 Organization and Terms Explained-----3 Chapter 2. Literature Review-----5 2.1 Contrastive Analysis-----5 2.2 Error Analysis-----6 2.3 Basic Word Order-----7 2.4 Mirror Image Phenomenon-----8 2.4.1 Modifiers of Nouns-----9 2.4.2 Modifiers of Verbs-----10 2.4.3 Existential Sentences-----12 2.4.4 Passive Sentences-----12 2.5 Formal Instruction vs. Self-induction-----13 2.6 Form-focused Instruction and Language Learning-----16 2.7 Cognitive Activity in the Process of Language Translation-----19 2.8 Summary-----20 Chapter 3. Research Design-----21 3.1 Subjects-----21 3.1.1 Students` Learning Background Sheets-----22 3.1.2 Students` Translation Process Reports-----22 3.1.3 Students` Profiles-----23 3.2 The Instructor-----23 3.2.1 Teaching Plans-----23 3.2.2 Instructor`s Self-evaluation-----24 3.3 Teaching Materials-----24 3.3.1 Teaching Topic: Mirror Image Phenomenon-----25 3.3.2 Textbook-----25 3.4 Testing-----26 3.4.1 Pre-test-----26 3.4.2 Formative Tests-----26 3.4.3 Post-test-----27 3.4.4 Grading-----27 3.4.5 Scoring-----28 3.5 Formal Instruction vs. Self-induction-----28 3.6 Statistics-----29 3.7 Summary-----30 Chapter 4.Data Analysis-----32 4.1 Pretest and Post-test 4.1.1 The Pretest 4.1.2 The Post-test-----34 4.1.3 The Comparison between Pretest and Post-test in the Same Class-----35 4.1.4 The Comparison between Pretest and Post-test of the Two Classes-----38 4.1.5 Gender-----43 4.1.6 The Improvement in Mirror Image Phenomenon of the Two Classes-----46 4.1.7 The Connection Between Years and Grades-----48 4.2 Formative Tests-----53 4.2.1 The Order of Difficulty-----53 4.2.2 Better-acquired Patterns by the Experimental Class-----58 4.3 Translating Strategies in the Process of Language Translation-----61 4.4 Summary-----62 Chapter 5. An Implication of the Research Results-----64 5.1 Integration of the Instruction of Mirror Image Phenomenon into Form-focus Instruction-----64 5.2 Teaching Mirror Image Phenomenon in Language Translation Class-----65 5.3 Suggested Teaching Steps of Imparting Relative Clauses-----66 Chapter 6. Conclusion and Topics for Further Research-----69 Appendixes A. Students` Learning Background Sheet-----72 B. Students` Translation Process Report-----73 C. A Sample of Teaching Plan for Imparting Mirror Image Phenomenon-----74 D. Pre-test and Answers-----75 E. Formative Tests and Answers-----77 F. Post-test and Answers-----84 G. Errors in Mirror Image by Subjects-----86 Works Cited-----116 Table 1 Relationships Between Instruction and L2 Acquisition-----15 Table 2 A Comparison of Four Classes on the Performance of the Pretest-----34 Table 3 The Difference Between Pretest and Post-test of the Experimental Class-----35 Table 4 The Correlations Between Pretest and Post-test of the Experimental Class-----36 Table 5 The Level of Significance Between Pretest and Post-test of the Experimental Class-----36 Table 6 The Difference Between Pretest and Post-test of the Control Class-----37 Table 7 The Correlations Between Pretest and Post-test of the Control Class-----37 Table 8 The Level of Significance Between Pretest and Post-test of the Control Class-----37 Table 9 The Average Number of Errors in Mirror Image Phenomenon of the Two Classes-----39 Table 10 The Difference Between Pretest and Post-test of the Multi-level Subjects of the Two Classes-----40 Table 11 A Comparison of The Two Classes` Performance in Pretest-----41 Table 12 The Level of Significance of the Two Classes in Pretest-----41 Table 13 A Comparison of The Two Classes` Performance in Post-test-----42 Table 14 The Level of Significance oftheTwo Classes in Post-test-----42 Table 15 A Comparison of the Subjects` Performance Between Two Genders in Pretest-----44 Table 16 The Level of Significance of the Subjects` Performance Between Two Genders in Pretest-----44 Table 17 A Comparison of the Subjects` Performance Between Two Genders in Post-test-----45 Table 18 The Level of Significance of the Subjects` Performance Between Two Genders in Post-test-----45 Table 19 The Average Number of Errors in Mirror Image Phenomenon in the Experimental Class-----46 Table 20 The Average Number of Errors in Mirror Image Phenomenon in the Control Class-----47 Table 21 A Comparison of Errors in Mirror Image Phenomenon In the Two Classes-----47 Table 22 Correlations Between the Grades of the Experimental Class and the Number of English Learning Years-----48 Table 23 Correlations Between the Grades of the Low-level Group in the Experimental Class and the Number of English Learning Years-----.........49 Table 24 Correlations Between the Grades of the Middle-level Group in the Experimental Class and the Number of English Learning Years-----49 Table 25 Correlations Between the Grades of the High-level Group in the Experimental Class and the Number of English Learning Years-----50 Table 26 Correlations Between the Grades of the Control class and the Number of English Learning Years-----50 Table 27 Correlations Between the Grades of the Low-level Group in the Control Class and the Number of English Learning Years-----51 Table 28 Correlations Between the Grades of the Middle-level Group in the Control Class and the Number of English Learning Years-----51 Table 29 Correlations Between the Grades of the High-level Group in the Control Class and the Number of English Learning Years-----52 Table 30 A Comparison of Correct Performance in Mirror Image Phenomenon of Both Classes on Formative Tests-----54 Table 31 The Order of Difficulties of English Patterns Related to Mirror Image Phenomenon-----55 Table 32 A Comparison of All Subjects` Performance on Formative Tests Between the Two Classes-----59 | zh_TW |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G91NCCU0532012 | en_US |
| dc.title (題名) | “鏡相詞序”的講授對台灣國中學生中文英譯的影響 | zh_TW |
| dc.title (題名) | The effect of imparting mirror image phenomenon on the performance of Chinese-English translation of junior high school students in Taiwan | en_US |
| dc.type (資料類型) | thesis | en_US |
