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題名 台灣學生英語中介語中主題顯著現象的探討
Topic Prominence: Taiwanese EFL Learner`s Interlanguage
作者 賴曉琳
Lai, Xiao lin
貢獻者 張郇慧
Chang,Hsun huei
賴曉琳
Lai,Xiao lin
關鍵詞 主題顯著
中介語言
topic prominence
interlanguage
日期 2008
上傳時間 9-May-2016 13:31:53 (UTC+8)
摘要 由語言類型來看，中文常被視為是「主題顯著」的語言，而英文常被視為是「主詞顯著」的語言。本篇論文將從語言轉移的角度，探討台灣的英語學習者學習英文時的中介語言，包括是否有中文主題顯著的轉移現象以及是否有學習英文的主詞顯著結構困難。七十八位就讀台北縣某高職的學生參與此研究，他們因英文程度而分為高、中、低成就三組。實驗設計包括三種題型，文法判斷題、翻譯題及寫作題，研究重點在於四種主題顯著的結構，包括無主詞及無受詞句型、主題化的動詞片語及子句、連續動詞結構、雙主語結構，以及兩種主詞顯著的結構，包括主詞動詞一致、虛主詞結構。質化及量化的研究結果顯示，主題結構轉移到學習者的中介語言中，且學習者會有學習主詞結構的困難。當受試者的英文程度提升，主題結構的轉移會逐漸減少且伴隨著主詞結構的發展。皮爾森相關係數亦指出此兩種語言類型的發展在學習者的中介語言中有強烈的相關性。最後，我們發現測驗題型會影響實驗結果。在兩種控制型的題型中，文法判斷題難於翻譯題。寫作測驗不像其他測驗，會造成高、中、低三組表現的差異。不同的測驗題型會改變主題顯著結構的使用趨勢。
With regard to language typology, Mandarin Chinese has been considered a topic-prominent language while English a subject-prominent language (Li & Thompson & Thomson 1976, Rutherford, 1983, et al.) The present study explored Taiwanese EFL learners’ interlanguage from the perspective of typological transfer; it investigated the influence of first language (L1) topic-prominence typology on the transfer effect and the acquisition of L2 subject-prominence. Seventy-eight vocational high school students in Taipei County participated in the experiment and were further divided into three proficiency groups. Three tasks used to measure learners’ L2 interlanguage were a grammaticality judgment task, a translation task, and a free writing task. The tasks were designed on structures where L1 and L2 contrast typologically including four topic-prominence properties: null subject and null object, topicalized verb phrase and clause, serial verb construction, double nominatives and two subject-prominence properties: subject-verb agreement and dummy subject. Both quantitative and qualitative results showed that topic-prominence has been transferred into learners’ interlanguage; also, learners were found to have difficulty acquiring subject-prominence properties. Besides, it was discovered that as learners’ proficiency increases, there is a gradual decrease of topic-prominence and a relative development of subject-prominence. Pearson Correlation Coefficients indicated that the two linguistic typologies exert a high degree of correlation in learners’ interlanguage development. Finally, methodological effect was found in that, of the two controlled tasks, comprehension task was harder than the production task. Free writing task did not lead a significant group difference as the other tasks did. Also, different task formats changed the trend of topic-prominence transfer.
參考文獻 Bao, Z. M., & Lye, H. M. (2005 ). Systematic transfer, topic Prominence, and the bare conditional in Singapore English. Journal of Pidgin and Creole Languages, 20(2), 269-291.
     Carter, R. (1990). Knowledge about language. London: Hodder & Stoughton.
     Celce-Murcia, M., & Larsen-Freeman, D. (1999). The grammar book: An ESL / EFL teacher`s course (2nd ed.). Rowley, Mass: Newbury House.
     Chafe, W. L. (1976). Giveness, contrastiveness, definiteness, subjects, topics, and point of view In C. N. Li (Ed.), Subject and topic (pp. 25-55). New York Academic Press.
     Chan, A. Y. W. (2004a). Noun phrases in Chinese and English: A study of English structural problems encountered by Chinese ESL students in Hong Kong. Language, Culture and Curriculum, 17(1), 33-47.
     Chan, A. Y. W. (2004b). Syntactic transfer: Evidence from interlanguage of Hong Kong ESL Learners. The Modern Language Journal 88, 56-74.
     Chao, Y. R. (1968). A grammar of spoken Chinese. Berkeley and Los Angeles: University of California Press.
     Chen, C. Y., & Huang, H. Y. (2002). L2 acquisition of subject-prominence by EFL students in Taiwan. English Teaching and Learning, 27(4), 99-122.
     Chen, C. Y., & Shi, M. L. (1999). A note on NP-topics in second language acquisition of Chinese. Studies in English Literature and Linguistics, 25, 133-157.
     Chen, F. J. (2006). Contrastive research and crosslinguistic influence: Some implications for teaching Chinese and English as a second language (Revised ed.). Taipei: Crane.
     Chen, M., Y. (2005). English prototyped small clauses in the interlangauge of Chinese/ Taiwanese adult learners Second language Research, 21(1), 1-33.
     Chou, M. J. (2005). The overuse of English existential constructions by EFL college learners in Taiwan. Unpublished doctoral dissertation. Tamkang University.
     Corder, S. P. (1967). Significance of errors. IRAL, V(4), 161-170.
     Corder, S. P. (1978). Language-learner language. In J. Richards (Ed.), Understanding second and foreign learning: Issues and approaches. Rowley, MA: Newbury House.
     Dulay, H., & Burt, M. (1974). Natural sequences in child second language acquisition. Language Learning, 24, 37-53.
     Ellis, R. (1991). Grammaticality judgments and second language acquisition. Studies in Second Language Acquisition, 13, 161-186.
     Flynn, S. (1989). The Role of the head-Initial/ head-Final parameter in the acquisition of English relative clauses by adult Spanish and Japanese speakers In S. M. Gass & J. Schachter (Eds.), Linguistics perspectives on second language acquisition (pp. 89-108). Cambridge: Cambridge University Press.
     Fuller, J. W., & Gundel, J. K. (1987). Topic-prominence in interlanguage. Language Learning, 37(1), 1-17.
     Gass, S. M., & Selinker, L. (1992). Language transfer in language learning. Amsterdam: John Benjamins.
     Gass, S. M., & Selinker, L. (2001). Second language acquisition: an introductory course Mahwah,NJ: Lawrence Erblaum Associates.
     Givon, T. (1979). From discourse to syntax: Grammar as a processing strategy In T. Givon (Ed.), Syntax and semantics (Vol. 12, pp. 81-112). New York: Academic Press.
     Givon, T. (1983). Topic continuity in discourse: A quantitative cross-language study. Amsterdam: John Benjamins.
     Givon, T. (1993). English grammar: a function-based introduction. Philadelphia, Pa.: John Benjamins.
     Green, C. (1991). Typological transfer, discourse accent, and the Chinese writer of English. Hong Kong Papers in Linguistics and Language Teaching, 4, 51-63.
     Green, C. (1996). The origins and effects of topic-prominence in Chinese-
     English interlanguage. International Review of Applied Linguistics in, 34(2), 119–135.
     Heubner, T. (1983). A longitudinal analysis of the acquisition of English. Ann Arbor, MI: Koronma.
     Huang, C.-T. J. (1984a). On the distribution and reference of empty pronouns. Linguistics Inquiry, 15, 531-544.
     Huang, C.-T. J. (1984b). On the Typology of Zero Anaphora. Language Research, 20(2), 85-105.
     Huang, L. H. (2003). Topic-comment structures in Chinese EFL Learners` interlanguage. Unpublished master`s thesis, National Cheng-Chi University, Taipei, Taiwan.
     Hughes, R. (1996). English in speech and writing: Investigating language and literature. Trowbridge, Wiltshire: Redwood Books.
     Jacobs, R. A. (1995). English syntax: A grammar for English language professionals. England Oxford University Press.
     Jin, H. G. (1994). Topic-prominence and subject-prominence in L2 acquisition:
     Evidence of English-to-Chinese typological transfer. Language Learning, 44(1), 101-122.
     Jordens, P. (1995). Prominence in applied linguistics. In E. Lynn, L. Selinker & M. S. Smith (Eds.), The current state of interlanguage: Studies in honor of William E. Rutherford (pp. 11-16). Amsterdam: John Benjamins.
     Jung, E. H. (2004). Topic and subject prominence in interlanguage develpment. Language learning, 54(4), 713-738.
     Larsen-Freeman, D., & Long, M. H. (1991). An introduction to second language acquisition research. London: Longman.
     Li, C. N., & Thompson, S. A. (1976). Subject and topic: A new typology of
     language. In C. Li (Ed.), Subject and topic (pp. 457–489). New York: Academic Press.
     Li, C. N., & Thompson, S. A. (1979). Third person pronouns and zero anaphora in Chinese discourse. In T. Givon (Ed.), Syntax and semantics (Vol. 12). New York: Academic Press.
     Li, C. N., & Thompson, S. A. (1981). Mandarin Chinese: A functional reference grammar. Berkeley: University of California press.
     Odlin, T. (1989). Language transfer: Cross linguistic influence in Language learning. Cambridge: Cambridge university press.
     Oshita, H. (2004). Is there anything there when there is not there? Null expletives and second language data. Second Language Research, 20(2), 95-130.
     Ou, R. H.-C. (1998). An experimental study of the pro-drop parameter in adult second language acquisition. Unpublished master’s thesis, National Taiwan Normal University, Taipei, Taiwan.
     Perera, K. (1990). Grammatical difference between speech and writing in Children aged 8 to 12. In R. Carter (Ed.), Knowledge about language and the curriculum: the LINC reader (pp. 217-233). London: Hodder & Stoughton.
     Rutherford, W. (1983). Language typology and language transfer. In S. M. Gass & L. Selinker (Eds.), Language transfer in language learning (pp. 358–470). Rowley, MA: Newbury House.
     Sasaki, M. (1990). Topic prominence in Japanese EFL students’ existential
     constructions. Language Learning, 40(3), 337-368.
     Tao, L., & Healy, A. F. (2005). Zero anaphora: Transfer or reference tracking strategies from Chinese to English. Journal of Psycholinguistics Research 34(2), 99-131.
     Tsao, F. (1979). A functional study of topic in Chinese: the first step towards discourse
     analysis. Taipei: Student Book Co.
     Tsao, F. (1986). <對比分析與錯誤分析-以中英文句子總體結構的異同為例談兩者的關係>，《英語教學》12(2), 46-53, 12(3), 37-49
     Tsao, F. (1990). Sentence and clause structure in Chinese: A functional perspective.
     Taipei: Student Book Co.
     Wen, W., & Wu, B. (1997). Pro-drop and foreign language acquisition. English teaching and learning, 21(3), 65-78.
     Wu, C. L. (2004). Morphological uniformity principle and null subject parameter: second language acquisition in young Mandarin-speaking learners. Unpublished master`s thesis. National Cheng Kung University, Tainan, Taiwan.
     Xiao, Y. (2002). The syntactic development of school-age Chinese-speaking
     children learning English. International Review of Applied Linguistics, 40, 235-271.
     Xie, T. (1992). Topic-controlled deletion in topic chains in Chinese: a comparison
     between native speakers and foreign language learners. Journal of the Chinese Language Teachers Association 27(3), 22-31.
     Yip, V. (1995). Interlanguage and learnability: From Chinese to English.
     Amsterdam/Philadelphia: John Benjamins Publishing Company.
     Yip, V., & Matthews, S. (1995). I-interlanguage and typology: The case of
     topic-prominence. In E. Lynn, L. Selinker & M. S. Smith (Eds.), The current
     state of interlanguage (pp. 17–30). Amsterdam: John Benjamins.
     Yip, V., & Stephen, M. (2000). Syntactic transfer in Cantonese-English bilingual child
     Bilingualism : Language and Cognition, 3(3), 193-208.
     Yuan, B. (1995). Acquisition of base-generated topics by English-speaking learners of Chinese. Language Learning, 45(4), 567-603.
     Yuan, B. (1997). Asymmetry of null subjects and null objects in Chinese speakers` L2
     English. Studies in Second Language Acquisition 19, 467-497.
描述 碩士
國立政治大學
英語教學碩士在職專班
94951004
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0094951004
資料類型 thesis
dc.contributor.advisor 張郇慧zh_TW
dc.contributor.advisor Chang,Hsun hueien_US
dc.contributor.author (Authors) 賴曉琳zh_TW
dc.contributor.author (Authors) Lai,Xiao linen_US
dc.creator (作者) 賴曉琳zh_TW
dc.creator (作者) Lai, Xiao linen_US
dc.date (日期) 2008en_US
dc.date.accessioned 9-May-2016 13:31:53 (UTC+8)-
dc.date.available 9-May-2016 13:31:53 (UTC+8)-
dc.date.issued (上傳時間) 9-May-2016 13:31:53 (UTC+8)-
dc.identifier (Other Identifiers) G0094951004en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/94973-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description (描述) 94951004zh_TW
dc.description.abstract (摘要) 由語言類型來看，中文常被視為是「主題顯著」的語言，而英文常被視為是「主詞顯著」的語言。本篇論文將從語言轉移的角度，探討台灣的英語學習者學習英文時的中介語言，包括是否有中文主題顯著的轉移現象以及是否有學習英文的主詞顯著結構困難。七十八位就讀台北縣某高職的學生參與此研究，他們因英文程度而分為高、中、低成就三組。實驗設計包括三種題型，文法判斷題、翻譯題及寫作題，研究重點在於四種主題顯著的結構，包括無主詞及無受詞句型、主題化的動詞片語及子句、連續動詞結構、雙主語結構，以及兩種主詞顯著的結構，包括主詞動詞一致、虛主詞結構。質化及量化的研究結果顯示，主題結構轉移到學習者的中介語言中，且學習者會有學習主詞結構的困難。當受試者的英文程度提升，主題結構的轉移會逐漸減少且伴隨著主詞結構的發展。皮爾森相關係數亦指出此兩種語言類型的發展在學習者的中介語言中有強烈的相關性。最後，我們發現測驗題型會影響實驗結果。在兩種控制型的題型中，文法判斷題難於翻譯題。寫作測驗不像其他測驗，會造成高、中、低三組表現的差異。不同的測驗題型會改變主題顯著結構的使用趨勢。zh_TW
dc.description.abstract (摘要) With regard to language typology, Mandarin Chinese has been considered a topic-prominent language while English a subject-prominent language (Li & Thompson & Thomson 1976, Rutherford, 1983, et al.) The present study explored Taiwanese EFL learners’ interlanguage from the perspective of typological transfer; it investigated the influence of first language (L1) topic-prominence typology on the transfer effect and the acquisition of L2 subject-prominence. Seventy-eight vocational high school students in Taipei County participated in the experiment and were further divided into three proficiency groups. Three tasks used to measure learners’ L2 interlanguage were a grammaticality judgment task, a translation task, and a free writing task. The tasks were designed on structures where L1 and L2 contrast typologically including four topic-prominence properties: null subject and null object, topicalized verb phrase and clause, serial verb construction, double nominatives and two subject-prominence properties: subject-verb agreement and dummy subject. Both quantitative and qualitative results showed that topic-prominence has been transferred into learners’ interlanguage; also, learners were found to have difficulty acquiring subject-prominence properties. Besides, it was discovered that as learners’ proficiency increases, there is a gradual decrease of topic-prominence and a relative development of subject-prominence. Pearson Correlation Coefficients indicated that the two linguistic typologies exert a high degree of correlation in learners’ interlanguage development. Finally, methodological effect was found in that, of the two controlled tasks, comprehension task was harder than the production task. Free writing task did not lead a significant group difference as the other tasks did. Also, different task formats changed the trend of topic-prominence transfer.en_US
dc.description.tableofcontents TABLE OF CONTENTS
     
     CHAPTER ONE INTRODUCTION 1
     Introduction 1
     Background and Motivation 1
     Purpose of the Study 2
     Organization of the Study 3
     CHAPTER TWO LITERATURE REVIEW 4
     Typological Difference between Chinese and English 4
     Topic-Prominent Structures in Chinese 8
     Subject-prominent Structures in English 13
     Language Transfer 19
     Previous Empirical Studies of Topic-Prominence Transfer 20
     Green (1996) 21
     Xiao (2002) 23
     Huang (2003) 25
     Research Questions 27
     CHAPTER THREE METHODOLOGY 30
     Subjects 30
     Methodology 31
     Materials 33
     Procedures 35
     Pilot Study 35
     Formal Testing 36
     Data Analysis 37
     Scoring 37
     Classification of TP and SP Structures 39
     CHAPTER FOUR RESULTS & DISCUSSION 43
     Interlanguage of Taiwanese EFL Learners 43
     Do Taiwanese EFL learners carry over topic-prominence into their interlanguage? 43
     Do Taiwanese EFL learners have difficulty acquiring subject-prominence properties? 53
     The Relationship between Proficiency Levels and Learners’ Interlanguage 58
     Development 58
     Group Difference in the Effects of TP transfer 58
     Group Difference in SP acquisition 67
     Methodological Effect 74
     CHAPTER FIVE CONCLUSION 79
     Summary of the Findings 79
     Pedagogical Implications 81
     Suggestions for Further Studies 83
     REFERENCES 86
     APPENDIX 92		zh_TW
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0094951004en_US
dc.subject (關鍵詞) 主題顯著zh_TW
dc.subject (關鍵詞) 中介語言zh_TW
dc.subject (關鍵詞) topic prominenceen_US
dc.subject (關鍵詞) interlanguageen_US
dc.title (題名) 台灣學生英語中介語中主題顯著現象的探討zh_TW
dc.title (題名) Topic Prominence: Taiwanese EFL Learner`s Interlanguageen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Bao, Z. M., & Lye, H. M. (2005 ). Systematic transfer, topic Prominence, and the bare conditional in Singapore English. Journal of Pidgin and Creole Languages, 20(2), 269-291.
     Carter, R. (1990). Knowledge about language. London: Hodder & Stoughton.
     Celce-Murcia, M., & Larsen-Freeman, D. (1999). The grammar book: An ESL / EFL teacher`s course (2nd ed.). Rowley, Mass: Newbury House.
     Chafe, W. L. (1976). Giveness, contrastiveness, definiteness, subjects, topics, and point of view In C. N. Li (Ed.), Subject and topic (pp. 25-55). New York Academic Press.
     Chan, A. Y. W. (2004a). Noun phrases in Chinese and English: A study of English structural problems encountered by Chinese ESL students in Hong Kong. Language, Culture and Curriculum, 17(1), 33-47.
     Chan, A. Y. W. (2004b). Syntactic transfer: Evidence from interlanguage of Hong Kong ESL Learners. The Modern Language Journal 88, 56-74.
     Chao, Y. R. (1968). A grammar of spoken Chinese. Berkeley and Los Angeles: University of California Press.
     Chen, C. Y., & Huang, H. Y. (2002). L2 acquisition of subject-prominence by EFL students in Taiwan. English Teaching and Learning, 27(4), 99-122.
     Chen, C. Y., & Shi, M. L. (1999). A note on NP-topics in second language acquisition of Chinese. Studies in English Literature and Linguistics, 25, 133-157.
     Chen, F. J. (2006). Contrastive research and crosslinguistic influence: Some implications for teaching Chinese and English as a second language (Revised ed.). Taipei: Crane.
     Chen, M., Y. (2005). English prototyped small clauses in the interlangauge of Chinese/ Taiwanese adult learners Second language Research, 21(1), 1-33.
     Chou, M. J. (2005). The overuse of English existential constructions by EFL college learners in Taiwan. Unpublished doctoral dissertation. Tamkang University.
     Corder, S. P. (1967). Significance of errors. IRAL, V(4), 161-170.
     Corder, S. P. (1978). Language-learner language. In J. Richards (Ed.), Understanding second and foreign learning: Issues and approaches. Rowley, MA: Newbury House.
     Dulay, H., & Burt, M. (1974). Natural sequences in child second language acquisition. Language Learning, 24, 37-53.
     Ellis, R. (1991). Grammaticality judgments and second language acquisition. Studies in Second Language Acquisition, 13, 161-186.
     Flynn, S. (1989). The Role of the head-Initial/ head-Final parameter in the acquisition of English relative clauses by adult Spanish and Japanese speakers In S. M. Gass & J. Schachter (Eds.), Linguistics perspectives on second language acquisition (pp. 89-108). Cambridge: Cambridge University Press.
     Fuller, J. W., & Gundel, J. K. (1987). Topic-prominence in interlanguage. Language Learning, 37(1), 1-17.
     Gass, S. M., & Selinker, L. (1992). Language transfer in language learning. Amsterdam: John Benjamins.
     Gass, S. M., & Selinker, L. (2001). Second language acquisition: an introductory course Mahwah,NJ: Lawrence Erblaum Associates.
     Givon, T. (1979). From discourse to syntax: Grammar as a processing strategy In T. Givon (Ed.), Syntax and semantics (Vol. 12, pp. 81-112). New York: Academic Press.
     Givon, T. (1983). Topic continuity in discourse: A quantitative cross-language study. Amsterdam: John Benjamins.
     Givon, T. (1993). English grammar: a function-based introduction. Philadelphia, Pa.: John Benjamins.
     Green, C. (1991). Typological transfer, discourse accent, and the Chinese writer of English. Hong Kong Papers in Linguistics and Language Teaching, 4, 51-63.
     Green, C. (1996). The origins and effects of topic-prominence in Chinese-
     English interlanguage. International Review of Applied Linguistics in, 34(2), 119–135.
     Heubner, T. (1983). A longitudinal analysis of the acquisition of English. Ann Arbor, MI: Koronma.
     Huang, C.-T. J. (1984a). On the distribution and reference of empty pronouns. Linguistics Inquiry, 15, 531-544.
     Huang, C.-T. J. (1984b). On the Typology of Zero Anaphora. Language Research, 20(2), 85-105.
     Huang, L. H. (2003). Topic-comment structures in Chinese EFL Learners` interlanguage. Unpublished master`s thesis, National Cheng-Chi University, Taipei, Taiwan.
     Hughes, R. (1996). English in speech and writing: Investigating language and literature. Trowbridge, Wiltshire: Redwood Books.
     Jacobs, R. A. (1995). English syntax: A grammar for English language professionals. England Oxford University Press.
     Jin, H. G. (1994). Topic-prominence and subject-prominence in L2 acquisition:
     Evidence of English-to-Chinese typological transfer. Language Learning, 44(1), 101-122.
     Jordens, P. (1995). Prominence in applied linguistics. In E. Lynn, L. Selinker & M. S. Smith (Eds.), The current state of interlanguage: Studies in honor of William E. Rutherford (pp. 11-16). Amsterdam: John Benjamins.
     Jung, E. H. (2004). Topic and subject prominence in interlanguage develpment. Language learning, 54(4), 713-738.
     Larsen-Freeman, D., & Long, M. H. (1991). An introduction to second language acquisition research. London: Longman.
     Li, C. N., & Thompson, S. A. (1976). Subject and topic: A new typology of
     language. In C. Li (Ed.), Subject and topic (pp. 457–489). New York: Academic Press.
     Li, C. N., & Thompson, S. A. (1979). Third person pronouns and zero anaphora in Chinese discourse. In T. Givon (Ed.), Syntax and semantics (Vol. 12). New York: Academic Press.
     Li, C. N., & Thompson, S. A. (1981). Mandarin Chinese: A functional reference grammar. Berkeley: University of California press.
     Odlin, T. (1989). Language transfer: Cross linguistic influence in Language learning. Cambridge: Cambridge university press.
     Oshita, H. (2004). Is there anything there when there is not there? Null expletives and second language data. Second Language Research, 20(2), 95-130.
     Ou, R. H.-C. (1998). An experimental study of the pro-drop parameter in adult second language acquisition. Unpublished master’s thesis, National Taiwan Normal University, Taipei, Taiwan.
     Perera, K. (1990). Grammatical difference between speech and writing in Children aged 8 to 12. In R. Carter (Ed.), Knowledge about language and the curriculum: the LINC reader (pp. 217-233). London: Hodder & Stoughton.
     Rutherford, W. (1983). Language typology and language transfer. In S. M. Gass & L. Selinker (Eds.), Language transfer in language learning (pp. 358–470). Rowley, MA: Newbury House.
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