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題名 高中生英文存在句之使用和理解的實證研究
An Empirical Study of Senior High School Students’ Production and Comprehension of the Existential There Construction
作者 賴香君
Lai, Hsiang Chun
貢獻者 張郇慧
Chang, Hsun Huei
賴香君
Lai, Hsiang Chun
關鍵詞 存在句
Existential
There
日期 2008
上傳時間 9-May-2016 13:31:55 (UTC+8)
摘要 基於過去許多實證研究發現，以中文為母語的學習者有誤用或過度使用英文存在句的現象，因此本研究旨在探討台灣高中生如何使用並理解英文存在句。研究方向包含：高中生對存在句的理解和使用情形、存在句四種特質的困難層次、以及高中生寫作中使用存在句時所犯錯誤的類型。
      總計有八十名高一學生參與中翻英和文法判斷兩項測驗，有ㄧ百二十九位高一學生參與引導式寫作測驗。中翻英和文法判斷兩項測驗鎖定存在句特質中犯錯率較高的四種來設計題目，對比分析和錯誤分析兩大理論也被應用在測驗結果的分析與討論。
      測驗結果有三項發現：第一、在中翻英及文法判斷兩項測驗中，整體而言學生在使用上的表現優於理解方面的表現；第二、雖然母語和外語之間的差異的確對學習者的表現有影響，但是受試者所犯的錯誤卻未必可以完全歸因於語言之間的差異，意即學習者的表現並未完全符合錯誤分析的理論；第三、經由引導式寫作所進行的語料分析顯示，受試者的寫作中很少有存在句過度使用的狀況，但是他們所寫出的存在句有將近二分之ㄧ在語法或語意上是錯誤的句子。
      本研究旨在對於存在句的教學提出建言,也期待未來相關的研究有助於釐清和存在句相關的議題。
Based on previous empirical studies, Chinese EFL learners were found to overuse or misuse English existential construction. The present study aims to probe into how senior high school students produce and comprehend English existential construction, mainly the there-be sentences. The main concern includes the learners’ production and comprehension performances, the difficulty hierarchy of existential properties, and the error types in learners’ writing performances.
      A total of eighty senior high school freshman students were invited to take the Chinese-English translation (CET) task and the grammatical judgment (GJ) task, and 129 senior high school first graders were asked to receive the guided writing (GW) task. The CET and GJ tasks were designed and analyzed in terms of four linguistic properties of English existential construction, including the copular be, the postverbal and locative noun phrases, the form of the second predicate, and the alienability between postverbal and locative noun phrases. The theories of Contrastive Analysis and Error Analysis were adopted in data analysis.
      In conclusion, there are three findings in the present study. First of all, the results of the CET and GJ tasks showed that the subjects performed better in production than in comprehension as a whole. Second, though the differences between L1 and L2 did have influence on the subjects’ performance, yet their errors could not always be attributed to cross-linguistic influence. In other words, the subjects’ performances were not completely consistent with the theory of CA. Third, the corpus analysis of the GW task indicated that there was little overuse of English existential construction in the subjects’ writing performance, but half of the existential sentences that occurred in their writing were judged syntactically or semantically ungrammatical.
      Hopefully, the present study will provide some pedagogical implications for the instruction of English existential construction. It is also expected that future studies will shed light on issues concerning the acquisition of English existential construction.
參考文獻 References
     Abbott, B. (1997). Definiteness and existentials. Language, 73(1), 103-112.
     Allen, K. (1971). A note on the source of there in existential sentences. Foundations of Language, 7, 1-18.
     Aniya, S. (1992). The semantics and the syntax of the existential there-construction. Linguistic Analysis, 22(3-4), 154-184.
     Baker, C. L. (1995). English Syntax. Cambridge, Mass: The MIT Press.
     Bowen, J., Martin, J., & Stockwell, R. (1965a). The Grammatical Structures of English and Italian. Chicago: University of Chicago Press.
     Bowen, J., Martin, J., & Stockwell, R. (1965b). The Grammatical Structures of English and Spanish. Chicago: University of Chicago Press.
     Breivik, L. E. (1975). The use and non-use of ‘existential there’ in present-day English. Forum Linguisticum, 7, 57-103.
     -------- (1981). On the interpretation of existential there. Language, 57(1), 1-25.
     -------- (2000). “On relative clauses and locative expressions in English existential sentences.” Vienna English Working Papers, 9(1), 6-28.
     Chang, H.-H. (2004). “The definiteness and information status of the NPs in Mandarin you-existentials.” Papers from the 16th North American Conference of Chinese Linguistics. University of Iowa.
     Celce-Murcia, M., & Larsen-Freeman, D. (1999). The grammar book: An ESL / EFL teacher`s course (2nd ed.). Rowley, Mass: Newbury House.
     Chen, C.Y. D. (1993). Some differences between English and Chinese: in the case of “there-insertion.” The Proceeding of the First International Symposium on English Teaching, 117-134. English Teachers’ Association, Taiwan.
     Chen, F. J. (2006). Contrastive research and crosslinguistic influence: Some implications for teaching Chinese and English as a second language (Revised ed.). Taipei: Crane Publisher.
     Chou, M. J. (2004). The overuse of English existential constructions by EFL college learners in Taiwan. Unpublished doctoral dissertation. Tamkang University.
     Collins, P. (1992). Cleft existential in English. Language Science, 14(4), 419-433.
     Corder, S. P. (1967). Significance of errors. IRAL, V(4), 161-170.
     Duff, P. A. (1993). The convergence of possessive and existential constructions. Studies in Second Language Acquisition, 15(1), 1-34.
     Freeze, R. (1992). Existentials and other locatives. Language, 68(3), 553-595.
     Fuller, J. W., & Gundel, J. K. (1987). Topic-prominence in interlanguage. Language Learning, 37(1), 1-17.
     Gass, S. (1994). The reliability of second language grammaticality judgments. Tarone, E., Gass, S. & Cohen, A. (Eds.). Research Methodology in Second Language Acquisition. New Jersey: Lawrence Erlbaum Associates.
     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.
     Goodluck, H. (1991). Language Acquisition: A Linguistic Introduction. Malden, Mass: Blackwell.
     Gu, H. (1998). On the exploration of message transmission in English existential sentences. Journal of Foreign Languages, 118, 32-37.
     He, S. (1989). Participant and setting in possessive and existential domain: A cognitive grammar approach to you in Mandarin Chinese. In R. Carlson, S. DeLancey, S. Gildea, D. Payne, & A. Saxena (Eds.), Proceedings of the Fourth Meeting of the Pacific Linguistics Conference (pp. 229-238). Eugene: University of Oregon.
     Her, O. (1991). On the Mandarin possessive and existential verb you and its idiomatic expressions. Language Sciences, 13(3-4), 381-398.
     Hsin, A.-L. (2002). On indefinite subject NPs in Chinese. Chinese Studies, 20 (2), 353-376.
     Huang, C.-T. J. (1987). Existential sentences in Chinese and (in)definiteness. Safir, K. (1987). What explains the definiteness effect? In E. J. Reuland & ter Meulen, A. G. B. (Eds.), The Representation of (In)definiteness (pp. 226-253). Cambridge, Mass: The MIT Press.
     James, C. (1980). Contrastive analysis. London: Longman.
     Jin, J. (1996). English and Chinese existential sentences. Journal of Foreign Languages, 106, 10-16.
     Kimball, J. (1973). The grammar of existence. In Corum, C., Smith-stark, T. & Weiser, A. (eds.). Papers from the 9th Regional Meeting. Chicago Linguistic Society.
     Kuno, S. (1971). The position of locatives in existential sentences. Linguistic Inquiry, 2, 333-378.
     Lado, R. (1957). Linguistics across cultures. Ann Arbor: University of Michigan Press.
     Lai, X. L. (2008). Topic prominence: Taiwanese EFL learner’s interlanguage. MA thesis. National Cheng Chi University.
     Larsen-Freeman, D., & Long, M. H. (1991). An introduction to second language acquisition research. London: Longman.
     Lee, W. (1968). Thoughts on contrastive linguistics in the context of language teaching. In J. Alatis (Ed.), Contrastive linguistics and its pedagogical implication. Washington, D.C.: Georgetown University.
     Li, Y.-C. (1972). Sentences with be, exist, and have in Chinese. Language, 48(2), 573-583.
     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. (1981). Mandarin Chinese: A functional reference grammar. Berkeley: University of California Press.
     Li, Y. H. (1996). Definite and indefinite existential constructions. Linguistic Science, 26, 175-191.
     Liao, Y. D., & Fukuya, Y. J. (2004). Avoidance of phrasal verbs: The case of Chinese learners of English. Language Learning, 54(2), 193-226.
     Lightbown, P. (1987). Classroom language as input to second language acquisition. In C. Pfaff (Ed.), First and second language acquisition (pp. 169-187). Cambridge: Newbury.
     Lin, Y. Y. (2004). An empirical study of the existential there construction in the acquisition of English as a second language. MA thesis. National Taiwan Normal University.
     McLaughlin, B. (1987). Theories of second-language learning. New York, NY: Routledge, Chapman and Hall, Inc.
     Milsark, G. L. (1974). Existential sentences in English. Doctoral dissertation, MIT.
     Munnich, E., Flynn, S. & Martohardjono, G. (1994). Elicited imitation and grammaticality judgment tasks: what they measure and how they relate to each other. Tarone, E., Gass, S. & Cohen, A. (Eds.). Research Methodology in Second Language Acquisition. New Jersey: Lawrence Erlbaum Associates.
     Pica, T. (1984). L1 transfer and L2 complexity as factors in syllabus design. TESOL Quarterly, 18, 689-704.
     Richards, J. (1971). Error analysis and second language strategies. Language Sciences, 17, 12-22.
     Richard, J. C., & Schmidt, R. (2002). Longman dictionary of language teaching and applied linguistics (3rd ed.). Essex: Pearson Education Limited.
     Ringbom, H. (1992). On L1 transfer in L2 comprehension and L2 production. Language Learning, 42(1), 85-112.
     Rutherford, W. (1983). Language typology and language transfer. In S. M. Gass & L. Selinker (Eds.), Language transfer in language learning (pp. 358–470). Rowley, Mass.: Newbury House.
     Safir, K. (1987). What explains the definiteness effect? In E. J. Reuland & ter Meulen, A. G. B. (Eds.), The Representation of (In)definiteness (pp. 71-97). Cambridge, Mass: The MIT Press.
     Sasaki, M. (1990). Topic prominence in Japanese EFL students’ existential
     constructions. Language Learning, 40(3), 337-368.
     Schachter, J. (1974). An error in error analysis. Language Learning, 24, 205-214.
     -------- (1993). A new account of language transfer. In S. M. Gass & L. Selinker (Eds.), Language transfer in language learning (pp. 98–109). Amsterdam: John Benjamins.
     Schachter, J., & Rutherford, W. (1979). Discourse function and language transfer. Working Papers in Bilingualism, 19, 1-12.
     Skinner, B. (1957). Verbal behavior. New York: Appleton Century Crofts.
     Stowell, T. (1978). Where was there before there was there. In D. Farkas, W. Jacobson, & K. Todrys (eds). Papers from the 14th Regional Meeting of the Chicago Linguistic Society. University of Chicago.
     Tsao, F. (1990). Sentence and clause structure in Chinese: A functional perspective.
     Taipei: Student Book Co.
     Wang, B.W. (1981). Existential sentences in Chinese. MA thesis, National Taiwan Normal University.
     Wardhaugh, R. (1970). The contrastive analysis hypothesis. TESOL Quarterly, 4, 123-130.
     Watson, J. (1924). Behaviorism. New York: Norton.
     White, L. (1989). Universal Grammar and Second Language Acquisition. John Benjamins.
     Wible, D., Kuo, C. H., Chien, F. Y., Liu, A., and Tsao, N., L. (2001). A web-based EFL writing environment: Integrating information for learners, teachers, and researchers. Computers and Education (pp. 297-315).
     Wode, H. (1976). Developmental sequences in naturalistic L2 acquisition. Working papers on bilingualism, 11, 1-31.
     Xiao, Y. (2002). The syntactic development of school-age Chinese-speaking
      children learning English. International Review of Applied Linguistics, 235-271.
     Yip, V. (1995). Interlanguage and learnability: From Chinese to English.
     Amsterdam/Philadelphia: John Benjamins Publishing Company.
描述 碩士
國立政治大學
英語教學碩士在職專班
94951006
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0094951006
資料類型 thesis
dc.contributor.advisor 張郇慧zh_TW
dc.contributor.advisor Chang, Hsun Hueien_US
dc.contributor.author (Authors) 賴香君zh_TW
dc.contributor.author (Authors) Lai, Hsiang Chunen_US
dc.creator (作者) 賴香君zh_TW
dc.creator (作者) Lai, Hsiang Chunen_US
dc.date (日期) 2008en_US
dc.date.accessioned 9-May-2016 13:31:55 (UTC+8)-
dc.date.available 9-May-2016 13:31:55 (UTC+8)-
dc.date.issued (上傳時間) 9-May-2016 13:31:55 (UTC+8)-
dc.identifier (Other Identifiers) G0094951006en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/94974-
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) 94951006zh_TW
dc.description.abstract (摘要) 基於過去許多實證研究發現，以中文為母語的學習者有誤用或過度使用英文存在句的現象，因此本研究旨在探討台灣高中生如何使用並理解英文存在句。研究方向包含：高中生對存在句的理解和使用情形、存在句四種特質的困難層次、以及高中生寫作中使用存在句時所犯錯誤的類型。
      總計有八十名高一學生參與中翻英和文法判斷兩項測驗，有ㄧ百二十九位高一學生參與引導式寫作測驗。中翻英和文法判斷兩項測驗鎖定存在句特質中犯錯率較高的四種來設計題目，對比分析和錯誤分析兩大理論也被應用在測驗結果的分析與討論。
      測驗結果有三項發現：第一、在中翻英及文法判斷兩項測驗中，整體而言學生在使用上的表現優於理解方面的表現；第二、雖然母語和外語之間的差異的確對學習者的表現有影響，但是受試者所犯的錯誤卻未必可以完全歸因於語言之間的差異，意即學習者的表現並未完全符合錯誤分析的理論；第三、經由引導式寫作所進行的語料分析顯示，受試者的寫作中很少有存在句過度使用的狀況，但是他們所寫出的存在句有將近二分之ㄧ在語法或語意上是錯誤的句子。
      本研究旨在對於存在句的教學提出建言,也期待未來相關的研究有助於釐清和存在句相關的議題。		zh_TW
dc.description.abstract (摘要) Based on previous empirical studies, Chinese EFL learners were found to overuse or misuse English existential construction. The present study aims to probe into how senior high school students produce and comprehend English existential construction, mainly the there-be sentences. The main concern includes the learners’ production and comprehension performances, the difficulty hierarchy of existential properties, and the error types in learners’ writing performances.
      A total of eighty senior high school freshman students were invited to take the Chinese-English translation (CET) task and the grammatical judgment (GJ) task, and 129 senior high school first graders were asked to receive the guided writing (GW) task. The CET and GJ tasks were designed and analyzed in terms of four linguistic properties of English existential construction, including the copular be, the postverbal and locative noun phrases, the form of the second predicate, and the alienability between postverbal and locative noun phrases. The theories of Contrastive Analysis and Error Analysis were adopted in data analysis.
      In conclusion, there are three findings in the present study. First of all, the results of the CET and GJ tasks showed that the subjects performed better in production than in comprehension as a whole. Second, though the differences between L1 and L2 did have influence on the subjects’ performance, yet their errors could not always be attributed to cross-linguistic influence. In other words, the subjects’ performances were not completely consistent with the theory of CA. Third, the corpus analysis of the GW task indicated that there was little overuse of English existential construction in the subjects’ writing performance, but half of the existential sentences that occurred in their writing were judged syntactically or semantically ungrammatical.
      Hopefully, the present study will provide some pedagogical implications for the instruction of English existential construction. It is also expected that future studies will shed light on issues concerning the acquisition of English existential construction.		en_US
dc.description.tableofcontents TABLE OF CONTENTS
     
      Page
     Acknowledgements……………………………………………………..….….….….III
     Table of Contents…………………………………………………..…..…………….IV
     Chinese Abstract…………………………………………...………………………...VI
     English Abstract…………………………………………………………………..…VII
     List of Tables………………………………………………………….…...……….VIII
     
     CHAPTER ONE INTRODUCTION……...…………..………..…...…1
      Background and Motivation………………………………….……...………….1
      Purpose and Significance of the Study………………………….…...………….2
      Organization of the Thesis……………………………………..…..……………3
      Definition of Terms………………………..………………..…………..………3
     CHAPTER TWO LITERATURE REVIEW…………………………...6
      Linguistic Properties of the Existential Construction..………………………….6
      English There-be Construction…………………………………………….6
      Chinese You-Sentences………………….………………………………..11
      Previous Empirical Studies of Existential Construction...…………………….17
      Chen (1993)………………………………………………………………17
      Lin (2004)………………………… ……………………..………………18
      Chou (2005)………..………………………..………………………… ...19
      Research Questions……………………………………………………………20
     CHAPTER THREE METHODOLOGY……………...………………23
      Subjects……………………..…………………………………………………23
      Materials……………………………………………………………………….24
      The CET Task…………...………………………………………………..24
      The GJ Task………………...…………………………………………….26
      The GW Task………………………...……………………………...……28
      Procedures……………………………………………………………………..28
      Pilot Study……………………...……………………...…………………28
      Formal Testing…………...……………………………………………….29
      Scoring and Data Analysis…………………………………………...………..30
      Theoretical Background……………………………………………………….32
      Contrastive Analysis (CA)………………………………….……………32
      Error Analysis (EA)………………………...……………………….……34
     CHAPTER FOUR RESULTS AND DISCUSSION………………....36
      The Results and Discussions of the CET Task & the GJ Task……………...…36
      Definite Locative NP…………………………………………………….36
      Indefinite Postverbal NP…………………………………………………39
      Existential Verb Be……………………………………………………….44
      (In)alienability……………………………………………………………51
      The Verb Form of the Second Predicate………………………………….54
      Difficulty Hierarchy of the Linguistic Properties…………...………..….....…57
      Analysis of the Existential Construction in the GW Task…………….……….61
      Occurrence of Existential Sentences Collected from the GW Task……...61
      The Types of Errors Found in the GW Task…………………..………….63
     CHAPTER FIVE CONCLUSIONS…………………….…………….69
      Summary of Major Findings…………………………………………………..69
      Pedagogical Implications……………………………………………………...72
      Limitations and Suggestions………………………………………....……..…74
     REFERENCES………………………........……………………….……75
     APPENDIX
     A. The Chinese-English Translation Task……………………………………...81
     B. The Grammatical Judgment Task………………………………………..….82
     C. The Guided Writing Task…………………………………………...………83		zh_TW
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0094951006en_US
dc.subject (關鍵詞) 存在句zh_TW
dc.subject (關鍵詞) Existentialen_US
dc.subject (關鍵詞) Thereen_US
dc.title (題名) 高中生英文存在句之使用和理解的實證研究zh_TW
dc.title (題名) An Empirical Study of Senior High School Students’ Production and Comprehension of the Existential There Constructionen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) References
     Abbott, B. (1997). Definiteness and existentials. Language, 73(1), 103-112.
     Allen, K. (1971). A note on the source of there in existential sentences. Foundations of Language, 7, 1-18.
     Aniya, S. (1992). The semantics and the syntax of the existential there-construction. Linguistic Analysis, 22(3-4), 154-184.
     Baker, C. L. (1995). English Syntax. Cambridge, Mass: The MIT Press.
     Bowen, J., Martin, J., & Stockwell, R. (1965a). The Grammatical Structures of English and Italian. Chicago: University of Chicago Press.
     Bowen, J., Martin, J., & Stockwell, R. (1965b). The Grammatical Structures of English and Spanish. Chicago: University of Chicago Press.
     Breivik, L. E. (1975). The use and non-use of ‘existential there’ in present-day English. Forum Linguisticum, 7, 57-103.
     -------- (1981). On the interpretation of existential there. Language, 57(1), 1-25.
     -------- (2000). “On relative clauses and locative expressions in English existential sentences.” Vienna English Working Papers, 9(1), 6-28.
     Chang, H.-H. (2004). “The definiteness and information status of the NPs in Mandarin you-existentials.” Papers from the 16th North American Conference of Chinese Linguistics. University of Iowa.
     Celce-Murcia, M., & Larsen-Freeman, D. (1999). The grammar book: An ESL / EFL teacher`s course (2nd ed.). Rowley, Mass: Newbury House.
     Chen, C.Y. D. (1993). Some differences between English and Chinese: in the case of “there-insertion.” The Proceeding of the First International Symposium on English Teaching, 117-134. English Teachers’ Association, Taiwan.
     Chen, F. J. (2006). Contrastive research and crosslinguistic influence: Some implications for teaching Chinese and English as a second language (Revised ed.). Taipei: Crane Publisher.
     Chou, M. J. (2004). The overuse of English existential constructions by EFL college learners in Taiwan. Unpublished doctoral dissertation. Tamkang University.
     Collins, P. (1992). Cleft existential in English. Language Science, 14(4), 419-433.
     Corder, S. P. (1967). Significance of errors. IRAL, V(4), 161-170.
     Duff, P. A. (1993). The convergence of possessive and existential constructions. Studies in Second Language Acquisition, 15(1), 1-34.
     Freeze, R. (1992). Existentials and other locatives. Language, 68(3), 553-595.
     Fuller, J. W., & Gundel, J. K. (1987). Topic-prominence in interlanguage. Language Learning, 37(1), 1-17.
     Gass, S. (1994). The reliability of second language grammaticality judgments. Tarone, E., Gass, S. & Cohen, A. (Eds.). Research Methodology in Second Language Acquisition. New Jersey: Lawrence Erlbaum Associates.
     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.
     Goodluck, H. (1991). Language Acquisition: A Linguistic Introduction. Malden, Mass: Blackwell.
     Gu, H. (1998). On the exploration of message transmission in English existential sentences. Journal of Foreign Languages, 118, 32-37.
     He, S. (1989). Participant and setting in possessive and existential domain: A cognitive grammar approach to you in Mandarin Chinese. In R. Carlson, S. DeLancey, S. Gildea, D. Payne, & A. Saxena (Eds.), Proceedings of the Fourth Meeting of the Pacific Linguistics Conference (pp. 229-238). Eugene: University of Oregon.
     Her, O. (1991). On the Mandarin possessive and existential verb you and its idiomatic expressions. Language Sciences, 13(3-4), 381-398.
     Hsin, A.-L. (2002). On indefinite subject NPs in Chinese. Chinese Studies, 20 (2), 353-376.
     Huang, C.-T. J. (1987). Existential sentences in Chinese and (in)definiteness. Safir, K. (1987). What explains the definiteness effect? In E. J. Reuland & ter Meulen, A. G. B. (Eds.), The Representation of (In)definiteness (pp. 226-253). Cambridge, Mass: The MIT Press.
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