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題名 An Analysis of Lexical Cohesion in Senior High School Student`s Compositions
作者 諶慧敏
Hui-min Chen
貢獻者 尤雪瑛 博士
Dr. Hsueh-ying Yu
諶慧敏
Hui-min Chen
關鍵詞 ｃｏｈｅｓｉｏｎ
ｌｅｘｉｃａｌ　ｃｏｈｅｓｉｏｎ
ｗｒｉｔｉｎｇ
ｖｏｃａｂｕｌａｒｙ
ｍｅｍｏｒｉｚａｔｉｏｎ
日期 2002
上傳時間 14-九月-2009 12:16:14 (UTC+8)
摘要 本研究利用質與量的方法分析高中英文作文字彙，旨在瞭解高中生如何利用字彙連貫整個文章及字彙連貫的運用是否會影響其作文之高低分。根據研究結果，筆者從教科書，教學活動及測驗角度提供可行方法以做英文作文教學參考。
      字彙連貫方法可以用重覆字，同義字，反義字，概括法，附屬法及搭配字。本研究利用百分比分析六種方法在英文高低成就學生所佔之比例，並利用SPSS統計高低成就學生使用字彙連貫的量是否有差異性。同時，筆者亦分析學生如何使用字彙連貫文章及高低成就學生使用字彙連貫方法是否有差異性。
      本研究分析結果如下：（1）學生用重覆字達成連貫最為普遍。（2）高成就學生最常用搭配字使文章連貫，卻少用概括法。（3）低成就學生最常用重覆字使文章連貫，卻少用同義字。（4）SPSS分析顯示高低成就學生在同義字，搭配字的量有差別。（5）整體而言，高成就學生用字彙連貫文章的技巧仍優於低成就學生。
The study aims to analyze high school students’ compositions to see how students exert lexical cohesive devices in their writings to achieve cohesion and to see if there is any difference in the use of lexical cohesive devices between high and low level students.
     The study uses qualitative and quantitative analyses to check the use of six lexical cohesive devices: repetition, synonym, antonym, hyponym, general words and collocation. The researcher first observes frequencies of lexical cohesive devices to see how these devices are used in high and low level compositions. SPSS is used to see if there is any difference in the use of six lexical cohesive devices between the two level compositions. Finally, the researcher analyzes how the students use the six devices and tries to find the difference between high and low level compositions.
     The result shows: (1) Repetition is the tie commonly used by high level and low- level students. (2) General words appear least in high level compositions and so does synonym in low level ones. (3) No difference is shown between high and low level students’ compositions in the use of repetition, antonym, general words and hyponyms. (4) High-level students are better at the use of synonym and collocations. High-level students have good skill to use these lexical devices, though there may be no statistics showing there is difference between the two level compositions.
      To enhance teachers and students’ awareness of lexical cohesion, the researcher offers some pedagogical suggestions in terms of textbooks, activities and testing in the end of the study.
參考文獻 REFERENCES
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Chang, Roland C. (1984). “ Teaching Composition in High Schools with Review and Outllook of Composition in the JCEE.” Papers from the First Conference on English Teaching and Learning in the Republic of China. Taipei: Crane. P.395- 402.
Chang, Vincent W. (1995). Freshman English Composition: An Error Analysis from the Discourse Perspective. The National Science Council of the Republic of China.
Chang, Vincent W. (1996). Senior English Composition: An Error Analysis from the Discourse Perspective. NSC Project Final Report: 84-2411-H-003-007.
Chang, Vincent W. (1987). “Paragraph Structure in Chinese and English: A Pilot Study.” Studies in English Literature and Linguistics, No. 13, 171-88. Taipei: Department of English, National Taiwan Normal University.
Chapelle, C. A. and R. G. Abraham. (1990). Cloze Method: What Difference Does it Make? Language Testing 7, 121-146.
Chen, Kun-tien, Huang, Tsan-sui, Lin, Su-o, Lin, Chi-I, Su, Shun-fa, and Kang, Shu-o ( 2000). A Research Report of Construction and Grading of English Composition Tests in the JCEE (大學入學考試英文科寫作能力命題及評分之探討研究報告).Taipei: The ROC Center of College Entrance Examination.
Chou, Min Chieh. (2000). Lexical Cohesion and the Quality of the EFL Writing Text. 華岡外語學報
Connor, Ulla. (1987). “ Research Frontiers in Writing Analysis.” TESOL Quarterly, 21(4): 677-695.
Cowie, A. P. (1988). Prefabricated Language and Journalistic Prose. Paper given at the Annual Meeting of the British Association for Applied Linguistics, University of Exeter, 1988.
Ellis, J. (1966). On Contextual Meaning, In McCarthy, M. J. 2001. Discourse Analysis for Language Teachers. London: Longman.
Fan, Linda Li-Ling. (1999). Searching for an Application of Linguistics to the Teaching of EFL Writing in Taiwan. Unpublished master’s thesis, Fu Jen Catholic University, Taiwan.
Halliday, M. A. K. (1989). Spoken and Written Language. Oxford: Oxford University Press.
Halliday, M. A. K. (1994). An Introduction to Functional Grammar. London: Edward Arnold.
Halliday, M. A. K., and Ruqaiya Hasan. (1976). Cohesion in English. London: Longman.
Halliday, M. A. K. and R. Hasan. (1989). Language, Context and Text: Aspects of Language in a Social-Semiotic Perspective. Oxford: Oxford University Press.
Hatch, Evelyn. (2000). Discourse and Language Education. New York, Cambridge University Press.
Hinds, J. (1990). Inductive, Deductive, Quasi-Inductive: Expository Writing in Japanese, Korean, Chinese, and Thai. In U, Connor and A. M. Johns (Eds.), Coherence in Writing: Research and Pedagogical Perspectives (pp. 87-109). Alexandria, VA: TESOL.
Hunt, K. (1965). Grammatical Structures Written at Three Grade Levels. Urbana, IL: National Council of Teachers of English.
Kaplan, Robert.B. (1966). Cultural Thought Patterns in Inter-cultural Education. Language Learning, 16: 1-20.
Kaplan, Robert.B. (1972). The Antonym of Rhetoric: Prolegomena to a Functional Theory of Rhetoric. Philadelphia: Center for Curriculum Development.
Krashen, S., Burt, H, & Dulay, M. (1982). Language Two. New York: Oxford University Press.
Lado, R. (1957). Linguistics Across Culture. Ann Arbor. The University of Michigan Press.
Lewis, M. (2001). Teaching Collocation. Language Teaching Publications.
Li, Chen- Ching. (1987). “ New Concepts Senior High School English Teachers Should Have Facing the System of the JCEE.” English Teaching and Learning, 11(4): 3-21.
Liang, Li-Ren. (1997). Cohesion in Freshman English Compositions: A Quantitative-and- Qualitative Analysis. Unpublished master’s thesis, National Taiwan Normal University, Taipei.
Lin, Kuei-chang. (1998). A Study of the Use of English Textual Cohesive Devices by Chinese ESL Learners from Taiwan. Michigan: A Bell & Howell Company.
McCarthy, M. J. (1992). Vocabulary. Oxford University Press.
McCarthy, M. J. (2001). Discourse Analysis for Language Teachers. Cambridge, Cambridge University Press.
Oller, J. W., Jr. (1973). Cloze Tests of Second Language Proficiency and What They Measure. Language Learning 23, 105-118.
Raskin Victor & Irwin Weiser. (1987). Language and Writing: Application of Linguistics to Rhetoric and Composition. Norwood, NJ: Ablex.
Read, J. (2000). Assessing Vocabulary. Cambridge University Press.
Redman, S. and R. Ellis. (1989 and 1990). A Way with Words Books1 & 2.Cambridge: Cambridge University Press.
Richards, J. C. (1976). The Role of Vocabulary Teaching. TESOL Quarterly 10, 77-89.
Saeed, John I. (1997). Semantics. Cambridge, Mass.
Schmitt, N. (2000). Vocabulary in Language Teaching. Cambridge: Cambridge University Press.
Schmitt, N. (1997). Vocabulary: Description, Acquisition and Pedagogy. Cambridge: Cambridge University Press.
Selinker, L. (1974). Interlanguage. In J.C. Richards, Error Analysis. London: Longman Group Limited.
Sinclair, J. M. (1966). Beginning the Study of Lexis. In C. E. Bazell, J. C. Catford, M. A. K. Halliday, and R. H. Robins, (Eds.), In Memory of J.R. Firth (pp. 410-430). London: Longman.
Sinclair, J. M., & Renouf, A. (1988). A lexical syllabus for language learning. In R. Carter & M. McCarthy (Eds.), Vocabulary and language teaching (pp. 140-160). London: Longman.
Skehan, Peter. (1998). Second Language Acquisition Research and Task-Based Instruction. In Lewis, M. (2001). Teaching Collocation. Language Teaching Publications.
Strong, William. (1985). Linguistics and Writing. In Ben W. McClelland & Timothy R. Donovan. Eds. Perspectives on Research and Scholarship in Composition. New York, NY: Modern Language Association of America. P.68-86.
Widdowson, H. G. (1978). Teaching English as Communication. London: Oxford University Press.
Witte, S., and Faigley, L. (1981). Coherence, Cohesion, and Writing Quality. College Composition and Communication, 32: 189-204.
Wood, M. (1981). A definition of idiom. Manchester, England: Center for Computational Linguistics, University of Manchester. Reprinted by the Indiana University Linguistics Club, 1986.
林傑斌、劉明德 (民90) : SPSS 10.0與統計模式建構。台北：文魁資訊股份有限公司。
描述 碩士
國立政治大學
英國語文學系英語教學碩士在職專班
88951013
91
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0088951013
資料類型 thesis
dc.contributor.advisor 尤雪瑛 博士zh_TW
dc.contributor.advisor Dr. Hsueh-ying Yuen_US
dc.contributor.author (作者) 諶慧敏zh_TW
dc.contributor.author (作者) Hui-min Chenen_US
dc.creator (作者) 諶慧敏zh_TW
dc.creator (作者) Hui-min Chenen_US
dc.date (日期) 2002en_US
dc.date.accessioned 14-九月-2009 12:16:14 (UTC+8)-
dc.date.available 14-九月-2009 12:16:14 (UTC+8)-
dc.date.issued (上傳時間) 14-九月-2009 12:16:14 (UTC+8)-
dc.identifier (其他 識別碼) G0088951013en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/31803-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學系英語教學碩士在職專班zh_TW
dc.description (描述) 88951013zh_TW
dc.description (描述) 91zh_TW
dc.description.abstract (摘要) 本研究利用質與量的方法分析高中英文作文字彙，旨在瞭解高中生如何利用字彙連貫整個文章及字彙連貫的運用是否會影響其作文之高低分。根據研究結果，筆者從教科書，教學活動及測驗角度提供可行方法以做英文作文教學參考。
      字彙連貫方法可以用重覆字，同義字，反義字，概括法，附屬法及搭配字。本研究利用百分比分析六種方法在英文高低成就學生所佔之比例，並利用SPSS統計高低成就學生使用字彙連貫的量是否有差異性。同時，筆者亦分析學生如何使用字彙連貫文章及高低成就學生使用字彙連貫方法是否有差異性。
      本研究分析結果如下：（1）學生用重覆字達成連貫最為普遍。（2）高成就學生最常用搭配字使文章連貫，卻少用概括法。（3）低成就學生最常用重覆字使文章連貫，卻少用同義字。（4）SPSS分析顯示高低成就學生在同義字，搭配字的量有差別。（5）整體而言，高成就學生用字彙連貫文章的技巧仍優於低成就學生。		zh_TW
dc.description.abstract (摘要) The study aims to analyze high school students’ compositions to see how students exert lexical cohesive devices in their writings to achieve cohesion and to see if there is any difference in the use of lexical cohesive devices between high and low level students.
     The study uses qualitative and quantitative analyses to check the use of six lexical cohesive devices: repetition, synonym, antonym, hyponym, general words and collocation. The researcher first observes frequencies of lexical cohesive devices to see how these devices are used in high and low level compositions. SPSS is used to see if there is any difference in the use of six lexical cohesive devices between the two level compositions. Finally, the researcher analyzes how the students use the six devices and tries to find the difference between high and low level compositions.
     The result shows: (1) Repetition is the tie commonly used by high level and low- level students. (2) General words appear least in high level compositions and so does synonym in low level ones. (3) No difference is shown between high and low level students’ compositions in the use of repetition, antonym, general words and hyponyms. (4) High-level students are better at the use of synonym and collocations. High-level students have good skill to use these lexical devices, though there may be no statistics showing there is difference between the two level compositions.
      To enhance teachers and students’ awareness of lexical cohesion, the researcher offers some pedagogical suggestions in terms of textbooks, activities and testing in the end of the study.		en_US
dc.description.tableofcontents TABLE OF CONTENTS
     
     
      Page
     ACKNOWLEDGEMENTS………………………………………………………...iv
     TABLE OF CONTENTS…………………………………………………………... v
     LIST OF TABLES………………………………………………………………….vii
     LIST OF FIGURES………………………………………………………………...vii
     LIST OF DIAGRAMS………………………………………………………………ix
     CNINESE ABSTRACT……………………………………………………………...x
     ENGLISH ABSTRACT …………………………………………………………….xi
     CHAPTER
     1. INTRODUCTION
     1.1 Motivation and Goal……………………………………………………..1
     1.2 Research Questions….………………………………………….…..5
     1.3 Significance of the Study…..……………………………………….5
     1.4 Purpose of the Study ……………………………………………….6
     
     2. LEXICAL COHESION
      2.1 Previous Studies on Lexical Cohesion Used by Chinese Students………8
      2.2 Lexical Cohesion………………………………………………………..11
      2.2.1 Repetition………………………………………………………….11
      2.2.2 Synonymy...……………………………………………………….12
      2.2.3 Superordinate………………………………………………………14
      2.2.4 Hyponymy..………………………………………………………...15
      2.2.5 Antonymy…...……………………………………………………...16
      2.2.6 Collocation……………………………………………………18
      2.3 Conclusion………………………………………………………………..21
     
     3. LEXICAL COHESIVE DEVICES IN HIGH SCHOOL STUDENTS’ COMPOSITIONS
      3.1 Subjects and data.………………………………………………………..23
      3.2 Procedure………………………………………………………………...24
      3.3 Data Analysis……………………………………………………………..28
      3.4 Findings…………………………………………………………………..29
      3.4.1 Frequency of Lexical Devices……………………………………….29
      3.4.2 Analysis on Lexical Repetition……………………………………....33
      3.4.3 Analysis on Lexical Synonyms……………………………………….38
      3.4.4 Analysis on Lexical Antonyms………………………………………42
      3.4.5 Analysis on Lexical Hyponyms……………………………………...46
      3.4.6 Analysis of General Words………………………………………….49
      3.4.7 Analysis of Lexical Collocations. ……………………………………52
      3.5 Conclusion………………………………………………………………55
     
     4.IMPLICATIONS OF VOCABULARY TEACHING
      4.1 Lexical Cohesion in Reading and Writing Classes………………………...59
      4.2 Implications of Vocabulary Teaching……………………………………63
      4.2.1 Vocabulary Patterns…………………………………………………..65
      4.2.2 Collocation……………………………………………………………67
      4.2.3 Perceptive to Productive Words………………………………………68
      4.2.4Pedagogical Activities & Techniques...………….…………..71
      4.2.5 Tests as Feedback…………………………………………………...74
      4.3 Further Suggestions for the Study……………………………..………….76
     
     APPENDIX...…………………………………………………………………….…...77
     REFERENCES………………………………………………………………………...79
     
     
     
     
     
     
     
     
     
     
     
     LIST OF TABLES
     
      Page
     Table 3.1 Frequencies of Lexical Devices in Data………………………………….30
     Table 3.2 Frequencies of Lexical Devices in High and Low Level Compositions………31
     Table 3.3 Frequencies of Lexical Devices of Topic Key Words in High and Low Level
     Compositions……….……………………………………..…………….………33
     Table 3.4 Independence Samples Test for Repetition……………………………………34
     Table 3.5 Independence Samples Test for Repetition of Topic Key Words……………..35
     Table 3.6 Independence Samples Test for Synonym…………………………….………39
     Table 3.7 Independence Samples Test for Synonym of Topic Key Words.…….……….40
     Table 3.8 Independence Samples Test for Antonym ……………………………………43
     Table 3.9 Independence Samples Test for Antonym of Topic Key Words……………...43
     Table 3.10 Independence Samples Test for Hyponym ………………………………….46
     Table 3.11 Independence Samples Test for Hyponym of Topic Key Words.……………47
     Table 3.12 Independence Samples Test for General Words……………………………..49
     Table 3.13 Independence Samples Test for General Words of Topic Key Words……….50
     Table 3.14 Independence Samples Test for Collocation ………………………………...53
     Table 3.15 Independence Samples Test for Collocation of Topic Key Words…………..54
     
     
     
     
     
     
     LIST OF FIGURES
     
      Page
     Figure 3.1 Lexical Cohesion Chains of Example (3.3)………………………………..…27
     Figure 3.2 Lexical Cohesion Chains of Example (3.4)………………………………..…28
     Figure 3.3 Lexical Cohesion Chains of Example (3.5)…………………………………..36
     Figure 3.4 Lexical Cohesion Chains of Example (3.6).……………………………….....37
     Figure 3.5 Lexical Cohesion Chains of Example (3.8).……………………………..…...42
     Figure 3.6 Lexical Cohesion Chains of Example (3.9)………………………………..…44
     Figure 3.7 Hyponyms of ‘Friends’.…………………………………………………..…..47
     Figure 3.8 Hyponyms of ‘Friend’ in High Level Compositions.…………………..…….48
     Figure 3.9 Hyponyms of ‘Friend’ in Low Level Composition…..………………………48
     Figure 3.10 Lexical Cohesion Chains of Collocations…..………………………………55
     Figure 4.1 Learning Map of Lexical Cohesion……….…….……………………….62
     
     
     
     
     
     
     
     
     
     
     
     
     
     LIST OF DIAGRAMS
     
      Page
     Diagram 2.1 Hyponyms of ‘Tool’.…………………………………………………..16
     Diagram 4.1. Figure of Semantic Relations..……………………………………….…..72
     
     
     
     
     TABLE OF CONTENTS
     
     
      Page
     ACKNOWLEDGEMENTS………………………………………………………...iv
     TABLE OF CONTENTS…………………………………………………………... v
     LIST OF TABLES………………………………………………………………….vii
     LIST OF FIGURES………………………………………………………………...vii
     LIST OF DIAGRAMS………………………………………………………………ix
     CNINESE ABSTRACT……………………………………………………………...x
     ENGLISH ABSTRACT …………………………………………………………….xi
     CHAPTER
     1. INTRODUCTION
     1.1 Motivation and Goal……………………………………………………..1
     1.2 Research Questions….………………………………………….…..5
     1.3 Significance of the Study…..……………………………………….5
     1.4 Purpose of the Study ……………………………………………….6
     
     2. LEXICAL COHESION
      2.1 Previous Studies on Lexical Cohesion Used by Chinese Students………8
      2.2 Lexical Cohesion………………………………………………………..11
      2.2.1 Repetition………………………………………………………….11
      2.2.2 Synonymy...……………………………………………………….12
      2.2.3 Superordinate………………………………………………………14
      2.2.4 Hyponymy..………………………………………………………...15
      2.2.5 Antonymy…...……………………………………………………...16
      2.2.6 Collocation……………………………………………………18
      2.3 Conclusion………………………………………………………………..21
     
     3. LEXICAL COHESIVE DEVICES IN HIGH SCHOOL STUDENTS’ COMPOSITIONS
      3.1 Subjects and data.………………………………………………………..23
      3.2 Procedure………………………………………………………………...24
      3.3 Data Analysis……………………………………………………………..28
      3.4 Findings…………………………………………………………………..29
      3.4.1 Frequency of Lexical Devices……………………………………….29
      3.4.2 Analysis on Lexical Repetition……………………………………....33
      3.4.3 Analysis on Lexical Synonyms……………………………………….38
      3.4.4 Analysis on Lexical Antonyms………………………………………42
      3.4.5 Analysis on Lexical Hyponyms……………………………………...46
      3.4.6 Analysis of General Words………………………………………….49
      3.4.7 Analysis of Lexical Collocations. ……………………………………52
      3.5 Conclusion………………………………………………………………55
     
     4.IMPLICATIONS OF VOCABULARY TEACHING
      4.1 Lexical Cohesion in Reading and Writing Classes………………………...59
      4.2 Implications of Vocabulary Teaching……………………………………63
      4.2.1 Vocabulary Patterns…………………………………………………..65
      4.2.2 Collocation……………………………………………………………67
      4.2.3 Perceptive to Productive Words………………………………………68
      4.2.4Pedagogical Activities & Techniques...………….…………..71
      4.2.5 Tests as Feedback…………………………………………………...74
      4.3 Further Suggestions for the Study……………………………..………….76
     
     APPENDIX...…………………………………………………………………….…...77
     REFERENCES………………………………………………………………………...79
     
     
     
     
     
     
     
     
     
     
     
     LIST OF TABLES
     
      Page
     Table 3.1 Frequencies of Lexical Devices in Data………………………………….30
     Table 3.2 Frequencies of Lexical Devices in High and Low Level Compositions………31
     Table 3.3 Frequencies of Lexical Devices of Topic Key Words in High and Low Level
     Compositions……….……………………………………..…………….………33
     Table 3.4 Independence Samples Test for Repetition……………………………………34
     Table 3.5 Independence Samples Test for Repetition of Topic Key Words……………..35
     Table 3.6 Independence Samples Test for Synonym…………………………….………39
     Table 3.7 Independence Samples Test for Synonym of Topic Key Words.…….……….40
     Table 3.8 Independence Samples Test for Antonym ……………………………………43
     Table 3.9 Independence Samples Test for Antonym of Topic Key Words……………...43
     Table 3.10 Independence Samples Test for Hyponym ………………………………….46
     Table 3.11 Independence Samples Test for Hyponym of Topic Key Words.……………47
     Table 3.12 Independence Samples Test for General Words……………………………..49
     Table 3.13 Independence Samples Test for General Words of Topic Key Words……….50
     Table 3.14 Independence Samples Test for Collocation ………………………………...53
     Table 3.15 Independence Samples Test for Collocation of Topic Key Words…………..54
     
     
     
     
     
     
     LIST OF FIGURES
     
      Page
     Figure 3.1 Lexical Cohesion Chains of Example (3.3)………………………………..…27
     Figure 3.2 Lexical Cohesion Chains of Example (3.4)………………………………..…28
     Figure 3.3 Lexical Cohesion Chains of Example (3.5)…………………………………..36
     Figure 3.4 Lexical Cohesion Chains of Example (3.6).……………………………….....37
     Figure 3.5 Lexical Cohesion Chains of Example (3.8).……………………………..…...42
     Figure 3.6 Lexical Cohesion Chains of Example (3.9)………………………………..…44
     Figure 3.7 Hyponyms of ‘Friends’.…………………………………………………..…..47
     Figure 3.8 Hyponyms of ‘Friend’ in High Level Compositions.…………………..…….48
     Figure 3.9 Hyponyms of ‘Friend’ in Low Level Composition…..………………………48
     Figure 3.10 Lexical Cohesion Chains of Collocations…..………………………………55
     Figure 4.1 Learning Map of Lexical Cohesion……….…….……………………….62
     
     
     
     
     
     
     
     
     
     
     
     
     
     LIST OF DIAGRAMS
     
      Page
     Diagram 2.1 Hyponyms of ‘Tool’.…………………………………………………..16
     Diagram 4.1. Figure of Semantic Relations..……………………………………….…..72		zh_TW
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0088951013en_US
dc.subject (關鍵詞) ｃｏｈｅｓｉｏｎzh_TW
dc.subject (關鍵詞) ｌｅｘｉｃａｌ　ｃｏｈｅｓｉｏｎzh_TW
dc.subject (關鍵詞) ｗｒｉｔｉｎｇzh_TW
dc.subject (關鍵詞) ｖｏｃａｂｕｌａｒｙzh_TW
dc.subject (關鍵詞) ｍｅｍｏｒｉｚａｔｉｏｎzh_TW
dc.title (題名) An Analysis of Lexical Cohesion in Senior High School Student`s Compositionszh_TW
dc.type (資料類型) thesisen
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