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題名 中國學生學習英語時所產生的中介語之主題-評論結構
Topic-comment Structures in Chinese EFL Learners` Interlanguage
作者 黃麗華
Li-Hua Huang
貢獻者 黃麗儀
Li-Yi Huang
黃麗華
Li-Hua Huang
關鍵詞 主題-評論結構
主題結構
第一語言轉換
普遍語法
附屬集合理論
topic-comment structure
topic structure
L1 transfer
Universal Grammar
Subset Principle
日期 2002
上傳時間 17-Sep-2009 16:24:17 (UTC+8)
摘要 主題-評論結構(topic-comment)在主題顯著(topic prominent)的語言(如中文)扮演十分重要的角色,尤其是在描述第二語言學習者的中介語時特別重要．但是有關研究,對於中國學生在學習英文時產生的中介語,並沒有對主題-評論結構提供全面且確切的描述．本研究旨在探討中國學生學習英文時所產生的中介語之主題-評論結構, 運用三種測驗來引出中介語—文法判定測驗, 引導寫作測驗, 及翻譯測驗．受試者包含台灣區域位於台北的三所國中挑選的94位國二生,以國一期末考英文成績分為三組．此外,並於政大語視中心挑選14位以英語為母語的外籍生作為本研究的控制組．本研究探討的四種主題-評論結構是由中英文主題結構對比中所產生的, 分別為主題省略(topic drop), 主題移前(topicalization), 主題置左(left-dislocation), 及雙主詞結構(double-subject construction)．本研究所運用的中介語之理論架構是參考三種第二外語習得理論所發展出來的, 分別為第一語言影響(L1 influence), 普遍語法(universal grammar)的存在, 以及附屬集合理論(the Subset Principle)． 研究結果顯示, 第一語言轉換(L1 transfer)在所有程度的學生的中介語當中都十分普遍, 但是普遍語法只有在程度最高的學生的中介語較為明顯．因此本研究推論中介語系統內部運作過程包含三階段, 開始為第一語言轉換, 接著是第一語言轉換及普遍語法並存, 最後階段為普遍語法．
The role that the topic-comment structure plays in a topic prominent language such as Chinese is very important when it comes to SLA learners’ interlanguage. However, the related research has not provided a comprehensive framework in describing topic structures of Chinese EFL learners’ interlanguage. The purpose of this study is to analyze the topic structures in Chinese EFL learners’ interlanguage elicited by three tasks—the grammaticality judgment task, the guided writing task, and the translation task. The subjects include 94 junior high school students chosen from three separate schools in Taipei, Taiwan, and they were divided into three proficiency levels. In addition, 14 native speakers from the language center of NCCU served as the control group. This study investigated four topic structures—topic drop, topicalization, left-dislocation, and double-subject construction—which were determined by a comparative study of Chinese and English topic structures. The current theoretical framework of interlanguage operation is developed from three SLA perspectives—L1 influence, the existence of universal grammar (UG), and the subset principle. Results indicated that L1 transfer was prevalent in all proficiency levels but UG was only obvious in the most advanced level. It was thus inferred that the internal operation of interlanguage system should include three stages—first L1 transfer, then L1 transfer and UG, and finally UG.
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描述 碩士
國立政治大學
語言學研究所
90555014
91
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0090555014
資料類型 thesis
dc.contributor.advisor 黃麗儀zh_TW
dc.contributor.advisor Li-Yi Huangen_US
dc.contributor.author (Authors) 黃麗華zh_TW
dc.contributor.author (Authors) Li-Hua Huangen_US
dc.creator (作者) 黃麗華zh_TW
dc.creator (作者) Li-Hua Huangen_US
dc.date (日期) 2002en_US
dc.date.accessioned 17-Sep-2009 16:24:17 (UTC+8)-
dc.date.available 17-Sep-2009 16:24:17 (UTC+8)-
dc.date.issued (上傳時間) 17-Sep-2009 16:24:17 (UTC+8)-
dc.identifier (Other Identifiers) G0090555014en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/33369-
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) 90555014zh_TW
dc.description (描述) 91zh_TW
dc.description.abstract (摘要) 主題-評論結構(topic-comment)在主題顯著(topic prominent)的語言(如中文)扮演十分重要的角色,尤其是在描述第二語言學習者的中介語時特別重要．但是有關研究,對於中國學生在學習英文時產生的中介語,並沒有對主題-評論結構提供全面且確切的描述．本研究旨在探討中國學生學習英文時所產生的中介語之主題-評論結構, 運用三種測驗來引出中介語—文法判定測驗, 引導寫作測驗, 及翻譯測驗．受試者包含台灣區域位於台北的三所國中挑選的94位國二生,以國一期末考英文成績分為三組．此外,並於政大語視中心挑選14位以英語為母語的外籍生作為本研究的控制組．本研究探討的四種主題-評論結構是由中英文主題結構對比中所產生的, 分別為主題省略(topic drop), 主題移前(topicalization), 主題置左(left-dislocation), 及雙主詞結構(double-subject construction)．本研究所運用的中介語之理論架構是參考三種第二外語習得理論所發展出來的, 分別為第一語言影響(L1 influence), 普遍語法(universal grammar)的存在, 以及附屬集合理論(the Subset Principle)． 研究結果顯示, 第一語言轉換(L1 transfer)在所有程度的學生的中介語當中都十分普遍, 但是普遍語法只有在程度最高的學生的中介語較為明顯．因此本研究推論中介語系統內部運作過程包含三階段, 開始為第一語言轉換, 接著是第一語言轉換及普遍語法並存, 最後階段為普遍語法．zh_TW
dc.description.abstract (摘要) The role that the topic-comment structure plays in a topic prominent language such as Chinese is very important when it comes to SLA learners’ interlanguage. However, the related research has not provided a comprehensive framework in describing topic structures of Chinese EFL learners’ interlanguage. The purpose of this study is to analyze the topic structures in Chinese EFL learners’ interlanguage elicited by three tasks—the grammaticality judgment task, the guided writing task, and the translation task. The subjects include 94 junior high school students chosen from three separate schools in Taipei, Taiwan, and they were divided into three proficiency levels. In addition, 14 native speakers from the language center of NCCU served as the control group. This study investigated four topic structures—topic drop, topicalization, left-dislocation, and double-subject construction—which were determined by a comparative study of Chinese and English topic structures. The current theoretical framework of interlanguage operation is developed from three SLA perspectives—L1 influence, the existence of universal grammar (UG), and the subset principle. Results indicated that L1 transfer was prevalent in all proficiency levels but UG was only obvious in the most advanced level. It was thus inferred that the internal operation of interlanguage system should include three stages—first L1 transfer, then L1 transfer and UG, and finally UG.en_US
dc.description.tableofcontents TABLE OF CONTENTS


Title page…………….…………………………………………………………………i
Approval sheet…………..……………………………………………………….……ii
Copy right……….………….………..………………………………………………iii
Acknowledgments……….………………………………………………………iv
Contents……………………………………………………………………………..v
List of Abbreviations………………..……...….……….……..…….………………...ix
Chinese Abstract………………………….…..........................................................x
English Abstract ……………….….……………………….…...……………….…....xi
Chapter
1. Introduction…………………………………………………………………...1
1.1 Motivation………………………………………………………………...1
1.2 Theoretical Background…………………………………………………..2
1.2.1 Interlanguage Theory……………………………………………….2
1.2.2 SLA Theories and My Theoretical Framework Developed
from Them……………………………………………………………3
1.2.3 Comparative Grammar and Language Typology…………………..5
1.3 Research Questions……………………………………………………….6
1.4 Organization of the thesis…..…………………………………………….7
2. Literature Review…………………………………………………………….9
2.1 The Concept of Interlanguage……………………………………………..9
2.2 SLA Theories and My Theoretical Framework Developed From Them..11
2.2.1 L1 Influence……………………………………………………….12
2.2.2 The Existence of UG……………………………………………….14
2.2.3 The Subset Principle……………………………………………….15
2.2.4 My Theoretical Framework of the Operation of
Interlanguage system……….……………………………...…………18
2.3 Empirical Studies of the Topic Structures in Interlanguage……………..19
2.3.1 L1 Influence on Topic Structures……………………………….....19
2.3.2 UG on Topic Structures…………………………………………….21
2.3.3 The Subset Principle on Topic Structures…………………………...23
2.4 Summary of Chapter 2……………………………………………………27
3. A Comparative Study of Chinese and English Topic Structures……………..29
3.1 Comparative Grammar…………………………………………………...29
3.2 Topic Structures in Chinese and English…………………………………30
3.2.1 Unmarked topics in Chinese and English…………………………..31
3.2.2 Marked topics in Chinese and English……………………………...32
3.3 Topic Structures of the Current Investigation…………………………….37
3.4 Summary of Chapter 3………………………………………..…………..39
4. Method and Results…………………………………………………………...40
4.1 Subjects……………………………………………………………………40
4.2 Methodology………………………………………………………………43
4.3 Materials…………………………………………………………………..44
4.3.1 The Grammaticality Judgment (GJ) Task…………………………...45
4.3.2 The Guided Writing (GW) Task…………………………………….46
4.3.3 The Translation (TR) Task………………………………………….49
4.4 Procedure………………………………………………………………….50
4.4.1 Pilot Study…………………………………………………………..51
4.4.2 Conducting the Investigation……………………………………….53
4.4.3 Statistical Treatment………………………………………………..54
4.5 Results………………………………………………………………..….. 54
4.5.1 TP Mean Scores in the Chinese Group and the English Group…….55
4.5.2 Non-TP Mean Scores in Chinese Group and the English Group…..60
4.5.3 the Hierarchy of Difficulty Among the Topic Structures…………..65
4.5.4 Responses to Subjects and Objects in LD and DP…………………66
4.6 Summary of Chapter 4……………………………………………………69
5. Discussion…………………………………………………………………….71
5.1 Interpretation of the Results Based on My Theoretical Framework…..… 71
5.2 Task Effect………………………………………………………………..78
5.3 Linguistic Implications…………………………………………………...83
5.3.1 Structural Complexity of the Four Structures………………………83
5.3.2 Parameter Resetting and Necessary Negative Evidence……………84
5.3.3 The Asymmetry of Responses to Subject and Objects………………88
5.4 Suggestions for Further Studies………………………………………….. 91
5.5 Summary of Chapter 5…………………………………………………… 94
6. Implications for English Teaching—A Teaching Plan………………………. 95
6.1 Implications for English Teaching………………………………………...95
6.2 The Design of a Teaching Plan and the Rationale Behind It…………… 97
6.3 The Proposed Teaching Plan……………………………………………100
6.4 Summary of Chapter 6…………………………………………………...108
7. Conclusion…………………………………………………………………...109
Appendix……………………………………………………………………………113
A. Background Information of the Subjects……………………………………113
B. Grammaticality Judgment Task……………………………………………...114
C. Guided Writing Task……………………………………………………...…115
D. Translation Task……………………………………………………………..116
E. Three Tasks in the First Pilot Study………………………………………….117
References…………………………………………………………………………..120		zh_TW
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dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0090555014en_US
dc.subject (關鍵詞) 主題-評論結構zh_TW
dc.subject (關鍵詞) 主題結構zh_TW
dc.subject (關鍵詞) 第一語言轉換zh_TW
dc.subject (關鍵詞) 普遍語法zh_TW
dc.subject (關鍵詞) 附屬集合理論zh_TW
dc.subject (關鍵詞) topic-comment structureen_US
dc.subject (關鍵詞) topic structureen_US
dc.subject (關鍵詞) L1 transferen_US
dc.subject (關鍵詞) Universal Grammaren_US
dc.subject (關鍵詞) Subset Principleen_US
dc.title (題名) 中國學生學習英語時所產生的中介語之主題-評論結構zh_TW
dc.title (題名) Topic-comment Structures in Chinese EFL Learners` Interlanguageen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) References:zh_TW
dc.relation.reference (參考文獻) Ayoun, D. (1996). The subset principle in second language acquisition. Applied Psychoinguisitics, 17, 185-213.zh_TW
dc.relation.reference (參考文獻) Biber, D., Jounson, S., Leech, G., Conrad, S., & Finegan, E. (1999). Longman grammar of spoken and written English. London: Longman.zh_TW
dc.relation.reference (參考文獻) Birner, B.J. (1994). Information status and word order: An analysis of English inversion. Language 70, 233-259.zh_TW
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