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題名 Form-function Mappings in the Acquisition of If-conditionals: A Corpus-based Study
以語料庫為本對英語條件句形式功能對應習得之研究
作者 柯羽珊
Ke,Yu-shan
貢獻者 張郇慧
Claire Hsun-huei Chang
柯羽珊
Ke,Yu-shan
關鍵詞 學習者語料庫
第二語言習得
條件句
英語為外語學習
形式功能對應
learner corpus
second language acquisition
conditionals
EFL
form-function mappings
日期 2004
上傳時間 17-Sep-2009 16:24:02 (UTC+8)
摘要 本研究旨在探討以中文為母語之人士如何學習英語條件句，及其在習得時所遭遇之困難及相關原因。本文除對英語條件句之分類方式做詳盡介紹外，並嘗試以形式功能對應之理論架構，研究其習得之順序，並利用『錯誤分析』區分出條件句之動詞各類錯誤的誤用形式及原因。本研究語料來源為包含一百萬字，以電腦輔助建立錯誤標記之『中國學習者英語語料庫』。
研究結果發現，外語學習者之習得順序為一形式功能對應之過程，具較多形式或功能內涵者愈晚且愈難習得，符合功能認知模式的預測。 中文學習者的錯誤特徵為添加及省略，原因為過度矯正(hypercorrection)及過度類化(overgeneralization)。學習者最大的困難來自對條件句動詞變化規則不熟悉、形式及功能的複雜性、以及對應失敗的結果。本論文建議未來研究方向可深入探討時間指涉與假設程度對條件句使用之影響。
Issues of conditionals have been highlighted for a long time, but the focus was seldom fixed on acquisition, particularly for L2. The determinate features of tense, mood and modality are interwoven in the conditional construction, thus resulting in an insurmountable obstacle for L2 learners. However, the factors impede acquisition have never been satisfactorily treated. Therefore, this paper attempts to explore the L2 developmental sequence, and to probe the error characteristics of acquiring if-conditionals.
Disengaging the expression of conditionality into two dimensions: temporality and hypotheticality, we identified the features of syntactic forms and semantic functions of different conditional types, and created a new scheme to account for their mapping, on which the difficulty levels of acquisition were inferred. In contrast to the previous studies on the grounds of markedness theories, this research described the acquisition of conditionals in a Functional-Cognitive Model. Furthermore, the factors of difficulties were examined via an error analysis.
The targets are Chinese English learners, who were well-known to face great problems in expressing conditionals. The data was searched from CLEC (Chinese Learner English Corpus), a big-scale corpus consisting of roughly 1,000,000 words with error tags.
The investigation on the acquisition sequence and error patterns shows: (1) the acquisition order parallels to the prediction on the form-function mapping underpinnings: those with heavy content load and complex lexical shapes are acquired later (2) the two prominent misuses of the Chinese learners are addition and omission, resulted from hypercorrection and oversimplification. It was concluded that their difficulties could be ascribed to unfamiliarity of rules, complexities of forms and functions, and their mapping failure. Hence, this present work serves to provide some explanatory accounts, in a hope to unveil the mystery of the arduousness of acquiring conditionals, contribute to the tightening of acquisition theorizing and shed new insights into pedagogical growth.
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Athanasiadou, A., & R. Dirven (1997). On conditionals again. Amsterdam: John Benjamins.
Bardovi-Harlig, K., & Bofman. (1989). Attainment of syntactic and morphological accuracy by advanced language learners. SSLA, 11, 17-34.
Bates, E., & B. MacWhinney. (1989). Functionalism and the competition model. In B. MacWhinney & E. Bates (Eds.), The crosslinguistic study of sentence processing (pp. 3-73). Cambridge: Cambridge University Press.
Berent, G. P. (1985). Markedness considerations in the acquisition of conditional sentences. Language Learning, 35, 337-373.
Bloom, L. M. Lahey, L. Hood,K. Lifer, & K. Fiess. (1980). Complex sentences: Acquisition of syntactic connectives and the meaning relations they encode. Journal of Child Language, 7, 235-261.
Bloom, A. H. (1981). The linguistic shaping of thought. Hillsdale, NJ: Lawrence Erlbaum Associates.
Bloom, A. H. (1984). Caution - The words you use may affect what you say: A response to Au. Cognition, 17, 275-287.
Bowerman, M. (1979). The acquisition of complex sentences. In P. Fletcher & M. Garman (Eds.), Language Acquisition, (pp.285-305). Cambridge: Cambridge University Press.
Bowerman, M. (1986). First steps in acquiring conditionals. In E.C. Traugott, A. ter Meulen, J.S. Reilly, & C.A. Ferguson (Eds.), On conditionals, (pp.285-307). Cambridge: Cambridge University Press.
Braidi, S.M. (1999). The acquisition of second language syntax. Cambridge: Cambridge University Press.
Brown, R. (1973). A first Language: The early stages. Cambridge, MA: Harvard
University Press.
Bull, W. (1960). Time, tense, and the verb: A study in theoretical and applied linguistics, with particular attention to Spanish. Berkeley: University of California Press.
Cancino, H., E.J. Rosansky, & J. Schumann. (1978). The acquisition of English negatives and interrogatives by native Spanish speakers. In E.M. Hatch (Ed.), Second Language Acquisition: A Book of Reading, (pp. 207-30).
Celce-Murcia, M., & D. Larsen-Freeman. (1999). The grammar book (2nd ed.). New York: Heinle & Heinle.
Chou, C.L. (2000). Chinese speakers’ acquisition of English conditionals: Acquisition order and L1 transfer effects. Second Language Studies 19(1), 57-98.
Comrie, B. (1986). Conditionals: A typology. In E. C. Traugott, A., Meulen, J. S. Reilly, & C. A. Ferguson (Eds.), On conditionals, (pp. 77-99). Cambridge: Cambridge University.
Cook, V.J. (1993). Linguistics and second language acquisition. Macmillan, Basingstoke.
Corder, S. P. (1974). Error Analysis. In J. P. B. Allen and S. Pit Corder (Eds.) Techniques in Applied Linguistics (pp. 122-154.). London: Oxford University Press.
Covitt, R.I. (1976). Some problematic grammar areas for ESL teachers. Unpublished master’s thesis, UCLA.
Cromer, R. (1974). The development of language and cognition: The cognition hypothesis. In B. Foss. (Ed.), New perspectives in child development. Harmondsworth: Penguin.
Crouch, R. (1993). Tense in simple conditionals. Proceedings of the 9th Amsterdam Colloquium, p.133-146.
Dulay, H., M. Burt, & D. Krashan. (1982). Language Two. Rowley: Newbury House.
Eckman, F. (1977). Markedness and the contrastive analysis hypothesis. Language Learning, 27,315-330.
Eckman, F. (1996). A functional-typological approach to second language acquisition theory. In W, C. Ritchie & J.K. Bhatia (Eds.), Handbook of second language acquisition (pp.195-211). San Diego, CA: Academic Press.
Fujii, S.Y. (1993). The use and learning of clause-linkage: Case studies in Japanese and English conditionals. (Doctoral dissertation, University of California, Berkeley, 1993).
Fulcher, Glenn. (1991). Conditionals revisited. ELT Journal ,45 (2), 164-68.
Gordon, D. (1985). The marking of conditionality in one learner’s interlanguage: A semantic analysis. Working papers, Department of English as a Second Language, University of Hawaii, Manoa 4(1), 77-102.
Granger, S. (1998). The computer learner corpus: A versatile new source of data for SLA research. In S. Granger (Ed.), Learner English on computer. Longman.
Hasse, I. (1988). Temporafolge und Bedingungstyp im konditionalen Satzgefuge. In D. Mindt (Ed.) EDV in der Angewandten Linguistik: Ziele—Methoden—Ergebnisse. Diesterweg, Frankfurt am Main, (pp. 69-76).
Haiman, J. (1978). Conditionals are Topics. Language 54(3), 564-589.
Halliday, M. & R. Hasan. (1976). Cohesion in English. London:Longman.
Hill, L .A. (1960). The sequence of tenses with If clauses. Language Learning 10(3), 165-178.
Hwang, M. (1979). A semantic and syntactic analysis of if-conditionals. Unpublished master’s thesis, UCLA.
James, C. (1998). Errors in language learning and use: Exploring error analysis. London: Longman.
James, D. (1982). Past tense and the hypothetical: A cross-linguistic study. Studies in Language 6(3), 375-403.
Johnson-Laird, P.N. (1986). Conditionals and mental models. In E.C. Traugott, A. ter Meulen, J.S. Reilly, & C.A. Ferguson (Eds.), On conditionals, pp55-76. Cambridge: Cambridge University Press.
Katis, D. (1997). The emergence of conditionals in child language: Are they really so late? In A. Athanasiadou & R. Dirven (Eds.). On conditionals again, (pp. 355-387). Amsterdam: John Benjamins.
Kuczaj, S. & M. Daly. (1979). The development of hypothetical reference in the speech of young children. Journal of Child Language 6, 563-579.
Lardiere, D. (1992). On the linguistic shaping of thought: Another response to Alfred Bloom. Language in Society 21 (2), 231-51.
Leech, G.. (1987). Meaning and the English verb (2nd ed). London: Longman.
Lord, C. (2002). Are subordinate clauses more difficult? In J. Bybee & M. Noonan (Eds.), Complex sentences in grammar and discourse, (pp 224-233).
Lyon, J. (1977). Semantics. Cambridge: Cambridge University Press.
Maule, D. (1988). ‘Sorry, but if he comes, I go’: Teaching conditionals. ELT Journal 42 (2), 117-123.
McCabe, E., S. Evely ,R. Abramovitch ,C. Corter, & D. Pepler. (1983). Conditional statements in young children’s spontaneous speech. Journal of Child Language 10, 253-258.
Meisel, J.M., H. Clahsen, & M. Pienemann. (1981). On determining developmental stages in natural second language acquisition. Studies in Second Language Acquisition 3, 109-35.
Mellow, D., & K. Stanley. (2001). Alternative accounts of developmental patterns: Toward a functional-cognitive model of second language acquisition. In K. A. Smith & D. Nordquist (Eds.), Proceedings of the Third Annual High Desert Linguistics Society Conference (pp.51-65). Albuquerque, N.M.: High Desert Linguistics Society.
Mike, S. (1998). Wordsmith tools (Version 3.0) [Computer softwear]. Mike Scott and Oxford University Press.
Mindt, D. (1996). English corpus linguistics and the foreign language teaching syllabus. In J. Thomas & M. Short (Eds.), Using Corpora for Language Research. London: Longman.
Moffie,H.L.(2000). Conditionals. Retrieved May 15, 2003, from http://writing.colostate.edu/assignments/archives/e515/Conditionals1.htm
Morgan, L., M. Bonamo, & L. Travis. (1995). Negative evidence on negative evidence. Developmental Psychology 31(2): 180-197.
Nayef, K. & A. Hajjaj. (1997). Errors in English among Arabic speakers: Analysis and remedy, (pp. 129-142). Beirut, Lebanon: York Press and Librainie du Liban.
Norris, W. (2003). How do we overcome the difficulties of teaching conditionals? Bulletin of Fukuoka International University 9, 39-50.
O’Grady, W. (1997). Syntactic development. Chicago: Chicago Press.
Palmer, F.R. (1986). Mood and modality. Cambridge: Cambridge University Press.
Palmer, F.R. (1990). Modality and the English modals. Longman.
Partington, A. (1998). Patterns and meanings: Using corpora for English language research and teaching (pp. 79-88). Amsterdam: John Benjamins.
Perkins, M.R. (1983). Modal expressions in English. Norwood, NJ: Ablex Publishing Corporation.
Podlesskaya, Vera Isaakovna. (1997). Syntax and semantics of resumption: Some evidence from Russian conditional conjuncts. Russian Linguistics, 21 (2), 125-155.
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Quirk, R., S. Greenbaum, N. Leech, & J. Svartvik. (1985). A comprehensive grammar of the English language. London: Longman.
Reilly, J.S. (1982). The acquisition of conditionals in English. (Doctoral dissertation, UCLA).
Reilly, J.S. (1986). The acquisition of temporals and conditionals. In E.C. Traugott, A. ter Meulen, J.S. Reilly, & C.A. Ferguson (Eds.), On conditionals (pp. 309-331). Cambridge: Cambridge University Press.
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Schachter, C. (1971). Presupposition and counterfactual conditional sentences (Doctoral dissertation, University of California, Los Angeles, 1971). Ann Arbor, MI: University Microfilms, A Xerox Company.
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conditionals. Cambridge: Cambridge University.
Wierzbicka, A. (1997). Conditionals and counterfactuals: conceptual primitives and linguistic universals. In A. Athanasiadou & R. Dirven (Eds.). On conditionals again (pp. 15-61). Amsterdam: John Benjamins.
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描述 碩士
國立政治大學
語言學研究所
90555006
93
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0090555006
資料類型 thesis
dc.contributor.advisor 張郇慧zh_TW
dc.contributor.advisor Claire Hsun-huei Changen_US
dc.contributor.author (Authors) 柯羽珊zh_TW
dc.contributor.author (Authors) Ke,Yu-shanen_US
dc.creator (作者) 柯羽珊zh_TW
dc.creator (作者) Ke,Yu-shanen_US
dc.date (日期) 2004en_US
dc.date.accessioned 17-Sep-2009 16:24:02 (UTC+8)-
dc.date.available 17-Sep-2009 16:24:02 (UTC+8)-
dc.date.issued (上傳時間) 17-Sep-2009 16:24:02 (UTC+8)-
dc.identifier (Other Identifiers) G0090555006en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/33367-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 語言學研究所zh_TW
dc.description (描述) 90555006zh_TW
dc.description (描述) 93zh_TW
dc.description.abstract (摘要) 本研究旨在探討以中文為母語之人士如何學習英語條件句，及其在習得時所遭遇之困難及相關原因。本文除對英語條件句之分類方式做詳盡介紹外，並嘗試以形式功能對應之理論架構，研究其習得之順序，並利用『錯誤分析』區分出條件句之動詞各類錯誤的誤用形式及原因。本研究語料來源為包含一百萬字，以電腦輔助建立錯誤標記之『中國學習者英語語料庫』。
研究結果發現，外語學習者之習得順序為一形式功能對應之過程，具較多形式或功能內涵者愈晚且愈難習得，符合功能認知模式的預測。 中文學習者的錯誤特徵為添加及省略，原因為過度矯正(hypercorrection)及過度類化(overgeneralization)。學習者最大的困難來自對條件句動詞變化規則不熟悉、形式及功能的複雜性、以及對應失敗的結果。本論文建議未來研究方向可深入探討時間指涉與假設程度對條件句使用之影響。		zh_TW
dc.description.abstract (摘要) Issues of conditionals have been highlighted for a long time, but the focus was seldom fixed on acquisition, particularly for L2. The determinate features of tense, mood and modality are interwoven in the conditional construction, thus resulting in an insurmountable obstacle for L2 learners. However, the factors impede acquisition have never been satisfactorily treated. Therefore, this paper attempts to explore the L2 developmental sequence, and to probe the error characteristics of acquiring if-conditionals.
Disengaging the expression of conditionality into two dimensions: temporality and hypotheticality, we identified the features of syntactic forms and semantic functions of different conditional types, and created a new scheme to account for their mapping, on which the difficulty levels of acquisition were inferred. In contrast to the previous studies on the grounds of markedness theories, this research described the acquisition of conditionals in a Functional-Cognitive Model. Furthermore, the factors of difficulties were examined via an error analysis.
The targets are Chinese English learners, who were well-known to face great problems in expressing conditionals. The data was searched from CLEC (Chinese Learner English Corpus), a big-scale corpus consisting of roughly 1,000,000 words with error tags.
The investigation on the acquisition sequence and error patterns shows: (1) the acquisition order parallels to the prediction on the form-function mapping underpinnings: those with heavy content load and complex lexical shapes are acquired later (2) the two prominent misuses of the Chinese learners are addition and omission, resulted from hypercorrection and oversimplification. It was concluded that their difficulties could be ascribed to unfamiliarity of rules, complexities of forms and functions, and their mapping failure. Hence, this present work serves to provide some explanatory accounts, in a hope to unveil the mystery of the arduousness of acquiring conditionals, contribute to the tightening of acquisition theorizing and shed new insights into pedagogical growth.		en_US
dc.description.tableofcontents Acknowledgements iv
Table of Contents v
List of Tables vii
List of Abbreviations viii
Chinese Abstract ix
English Abstract x

Chapter One
INTRODUCTION 1
1.1 Motivation 1
1.2 Goals 3
1.3 Focus 4
1.4 Overview of the Thesis 5
Chapter Two
LITERATURE REVIEW 9
2.1. Conditionals 9
2.1.1. Background Knowledge 9
2.1.2. Classifications of Conditional Types 10
2.1.3. An Integrative Scheme 14
2.1.4. Summary 21
2.2. Learning Difficulties: Problems of conditionals 22
2.2.1. Preliminaries: Tackling the Problems 22
2.2.2. Temporality and Tense 25
2.2.3. Hypotheticality and Mood 25
2.2.4. Modals and Verbs 27
2.2.5. Summary 28
2.3. Acquisition Theories 29
2.3.1. Acquisition of Conditionals 29
2.3.1.1. Late emergence in childhood…………………………….29
2.3.1.2. Previous accounts for L2 development 30
2.3.2. An Alternative Account 34
2.3.3. Summary 37
2.4. Error analysis (EA) 38
2.4.1. Introduction of EA 38
2.4.2. Using Error Analysis 40
2.4.3. Summary 41
Chapter Three
METHODOLOGY 42
3.1. Material 42
3.2. Procedure 43
3.2.1. Identifying If-conditionals 43
3.2.2. Identifying Errors 44
3.2.3. Identifying Conditional Types 47
3.3. Coding Errors 47
Chapter Four
RESULTS AND DISCUSSION 48
4.1. Overview of Conditionals 48
4.2. Developmental Sequence of Form-function Mapping 49
4.3. Error Analysis 56
4.3.1. Error Identification 57
4.3.2. Error Description 62
4.3.3. Error Diagnosis 63
Chapter Five
CONCLUSION AND IMPLICATION 67
5.1. Final Remarks 67
5.2. Limitation and Implication 69
Reference 73
Appendix A 80
Appendix B 83
Appendix C 86		zh_TW
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dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0090555006en_US
dc.subject (關鍵詞) 學習者語料庫zh_TW
dc.subject (關鍵詞) 第二語言習得zh_TW
dc.subject (關鍵詞) 條件句zh_TW
dc.subject (關鍵詞) 英語為外語學習zh_TW
dc.subject (關鍵詞) 形式功能對應zh_TW
dc.subject (關鍵詞) learner corpusen_US
dc.subject (關鍵詞) second language acquisitionen_US
dc.subject (關鍵詞) conditionalsen_US
dc.subject (關鍵詞) EFLen_US
dc.subject (關鍵詞) form-function mappingsen_US
dc.title (題名) Form-function Mappings in the Acquisition of If-conditionals: A Corpus-based Studyzh_TW
dc.title (題名) 以語料庫為本對英語條件句形式功能對應習得之研究zh_TW
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Amidon, A. (1976). Children’s understanding of sentences with contingent relations: why are temporal and conditional connectives so difficult? Journal of Experimental Child Psychology, 22 (3), 423-437.zh_TW
dc.relation.reference (參考文獻) Athanasiadou, A., & R. Dirven (1997). On conditionals again. Amsterdam: John Benjamins.zh_TW
dc.relation.reference (參考文獻) Bardovi-Harlig, K., & Bofman. (1989). Attainment of syntactic and morphological accuracy by advanced language learners. SSLA, 11, 17-34.zh_TW
dc.relation.reference (參考文獻) Bates, E., & B. MacWhinney. (1989). Functionalism and the competition model. In B. MacWhinney & E. Bates (Eds.), The crosslinguistic study of sentence processing (pp. 3-73). Cambridge: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Berent, G. P. (1985). Markedness considerations in the acquisition of conditional sentences. Language Learning, 35, 337-373.zh_TW
dc.relation.reference (參考文獻) Bloom, L. M. Lahey, L. Hood,K. Lifer, & K. Fiess. (1980). Complex sentences: Acquisition of syntactic connectives and the meaning relations they encode. Journal of Child Language, 7, 235-261.zh_TW
dc.relation.reference (參考文獻) Bloom, A. H. (1981). The linguistic shaping of thought. Hillsdale, NJ: Lawrence Erlbaum Associates.zh_TW
dc.relation.reference (參考文獻) Bloom, A. H. (1984). Caution - The words you use may affect what you say: A response to Au. Cognition, 17, 275-287.zh_TW
dc.relation.reference (參考文獻) Bowerman, M. (1979). The acquisition of complex sentences. In P. Fletcher & M. Garman (Eds.), Language Acquisition, (pp.285-305). Cambridge: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Bowerman, M. (1986). First steps in acquiring conditionals. In E.C. Traugott, A. ter Meulen, J.S. Reilly, & C.A. Ferguson (Eds.), On conditionals, (pp.285-307). Cambridge: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Braidi, S.M. (1999). The acquisition of second language syntax. Cambridge: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Brown, R. (1973). A first Language: The early stages. Cambridge, MA: Harvardzh_TW
dc.relation.reference (參考文獻) University Press.zh_TW
dc.relation.reference (參考文獻) Bull, W. (1960). Time, tense, and the verb: A study in theoretical and applied linguistics, with particular attention to Spanish. Berkeley: University of California Press.zh_TW
dc.relation.reference (參考文獻) Cancino, H., E.J. Rosansky, & J. Schumann. (1978). The acquisition of English negatives and interrogatives by native Spanish speakers. In E.M. Hatch (Ed.), Second Language Acquisition: A Book of Reading, (pp. 207-30).zh_TW
dc.relation.reference (參考文獻) Celce-Murcia, M., & D. Larsen-Freeman. (1999). The grammar book (2nd ed.). New York: Heinle & Heinle.zh_TW
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