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題名 進階英語學習者在書面敘述文中指涉詞之使用
Advanced EFL Learners` Referential Forms in Written Narratives
作者 陳聰賓
Tsung-pin Chen
貢獻者 尤雪瑛
陳聰賓
Tsung-pin Chen
關鍵詞 指涉詞
referential form
日期 2008
上傳時間 17-九月-2009 16:25:23 (UTC+8)
摘要 本文主要在探討以英語為外語的進階學習者在書面敘述文中，對於指涉詞（referential form）的使用與分布情形，並且討論其篇章功能（discourse function）。本研究將學習者的指涉詞分為：零指稱詞（Zero），代名詞 （Pronoun），限定名詞組（Definite NP），專有名詞（Name），專有名詞加修飾語（Name + modifier）等五大類。研究發現學習者最常使用專有名詞與代名詞來指涉敘述文中的角色；而鮮少使用限定名詞組與專有名詞加修飾語。相較於其他指涉詞，代名詞最容易引起讀者混淆。專有名詞常被用來標示敘述文中個別事件的界線（episode boundary）。就指涉詞的篇章功能而言，學習者最常使用零指稱詞與代名詞來延續指涉（maintain）已被提及的對象；用專有名詞來重新提及（reintroduce）已被指涉的角色；用專有名詞、專有名詞加修飾語、非限定名詞組來介紹（introduce）敘述文中的人物。本研究也發現，指涉詞所表現的指涉距離長度值（referential distance value）符合讀者認知理解的需求：高訊息量的指涉詞（如專有名詞加修飾語），回指其先行詞的距離較長；低訊息量的指涉詞（如零指稱詞），回指其先行詞的距離較短。不過從讀者較度看來，進階學習者在指涉詞使用仍有未臻完美之處。學習者之所以未能完全掌握某些指涉詞的章法功能的原因，可能是受到母語影響，或忽略了某些指涉詞的規則。根據研究結果，本文亦提出指涉詞習得的建議：學習者應該進一步了解指涉詞在使用上篇章的考量。
The present study investigates advanced EFL learners’ referential forms in their written narratives. The purpose is to specify the distributional patterns of referential forms and their discourse function in learners’ narrative production. EFL learners’ referential forms are divided into five categories: Zero anaphora, Pronoun, Definite NP, Name, and Name + modifier. It is found that all learners unanimously use abundant Names and Pronouns in their written narratives, whereas the least frequent types are Definite NP and Name + modifier.
With respect to the discourse function, advanced learners tend to perform the function of Introduction by Name, Name + modifier, and Indefinite NP. When maintaining same subject topics, advanced learners tend to use Zero and Pronoun. And the Reintroduction functions are often fulfilled by Name. Overall, Pronoun is more likely to cause ambiguity than any other forms. And the abundant use of Names may have something to do with the marking of episode boundaries.
The referential distance values of the referential forms comply with the cognitive need of readers’ discourse processing. The more informative forms such as Name + modifier can refer back to their antecedents at a distance, while the semantically empty forms such as Pronoun can only refer back to their antecedents within few clauses. From readers’ perspective, there remain a few inappropriate referential forms in learners’ narratives, which may arise from L 1 interference or ignorance of rule restriction. The problematic use of referential forms suggests that although advanced learners can produce grammatically correct referential forms, they have not fully acquired the discourse function of these forms. It is recommended that the discourse aspects such as distance and episodic unit be considered when EFL learners use referential forms.
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描述 碩士
國立政治大學
語言學研究所
93555011
97
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0093555011
資料類型 thesis
dc.contributor.advisor 尤雪瑛zh_TW
dc.contributor.author (作者) 陳聰賓zh_TW
dc.contributor.author (作者) Tsung-pin Chenen_US
dc.creator (作者) 陳聰賓zh_TW
dc.creator (作者) Tsung-pin Chenen_US
dc.date (日期) 2008en_US
dc.date.accessioned 17-九月-2009 16:25:23 (UTC+8)-
dc.date.available 17-九月-2009 16:25:23 (UTC+8)-
dc.date.issued (上傳時間) 17-九月-2009 16:25:23 (UTC+8)-
dc.identifier (其他 識別碼) G0093555011en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/33376-
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) 93555011zh_TW
dc.description (描述) 97zh_TW
dc.description.abstract (摘要) 本文主要在探討以英語為外語的進階學習者在書面敘述文中，對於指涉詞（referential form）的使用與分布情形，並且討論其篇章功能（discourse function）。本研究將學習者的指涉詞分為：零指稱詞（Zero），代名詞 （Pronoun），限定名詞組（Definite NP），專有名詞（Name），專有名詞加修飾語（Name + modifier）等五大類。研究發現學習者最常使用專有名詞與代名詞來指涉敘述文中的角色；而鮮少使用限定名詞組與專有名詞加修飾語。相較於其他指涉詞，代名詞最容易引起讀者混淆。專有名詞常被用來標示敘述文中個別事件的界線（episode boundary）。就指涉詞的篇章功能而言，學習者最常使用零指稱詞與代名詞來延續指涉（maintain）已被提及的對象；用專有名詞來重新提及（reintroduce）已被指涉的角色；用專有名詞、專有名詞加修飾語、非限定名詞組來介紹（introduce）敘述文中的人物。本研究也發現，指涉詞所表現的指涉距離長度值（referential distance value）符合讀者認知理解的需求：高訊息量的指涉詞（如專有名詞加修飾語），回指其先行詞的距離較長；低訊息量的指涉詞（如零指稱詞），回指其先行詞的距離較短。不過從讀者較度看來，進階學習者在指涉詞使用仍有未臻完美之處。學習者之所以未能完全掌握某些指涉詞的章法功能的原因，可能是受到母語影響，或忽略了某些指涉詞的規則。根據研究結果，本文亦提出指涉詞習得的建議：學習者應該進一步了解指涉詞在使用上篇章的考量。zh_TW
dc.description.abstract (摘要) The present study investigates advanced EFL learners’ referential forms in their written narratives. The purpose is to specify the distributional patterns of referential forms and their discourse function in learners’ narrative production. EFL learners’ referential forms are divided into five categories: Zero anaphora, Pronoun, Definite NP, Name, and Name + modifier. It is found that all learners unanimously use abundant Names and Pronouns in their written narratives, whereas the least frequent types are Definite NP and Name + modifier.
With respect to the discourse function, advanced learners tend to perform the function of Introduction by Name, Name + modifier, and Indefinite NP. When maintaining same subject topics, advanced learners tend to use Zero and Pronoun. And the Reintroduction functions are often fulfilled by Name. Overall, Pronoun is more likely to cause ambiguity than any other forms. And the abundant use of Names may have something to do with the marking of episode boundaries.
The referential distance values of the referential forms comply with the cognitive need of readers’ discourse processing. The more informative forms such as Name + modifier can refer back to their antecedents at a distance, while the semantically empty forms such as Pronoun can only refer back to their antecedents within few clauses. From readers’ perspective, there remain a few inappropriate referential forms in learners’ narratives, which may arise from L 1 interference or ignorance of rule restriction. The problematic use of referential forms suggests that although advanced learners can produce grammatically correct referential forms, they have not fully acquired the discourse function of these forms. It is recommended that the discourse aspects such as distance and episodic unit be considered when EFL learners use referential forms.		en_US
dc.description.tableofcontents Table of contents…………………………………………………………………….viii
Chinese abstract……………………………………………………………………...xii
English abstract……………………………………………………………………...xiii
Chapter One Introduction………………………….……………………………...…...1
1.1 Theoretical background and motivation….…………………………………..1
1.2 The purpose of the present study…….…………………………………..…...3
1.3 Organization of the present study…………………………………….....…....4
Chapter Two Literature review…...……………….………………………………...…6
2.1 Topic Continuity Scale and Accessibility Theory.……...………………….....6
2.2 Referential forms and discourse contexts...………………………………....17
2.3 Hierarchical structure in English written narratives…...……………………19
2.4 Referring expressions in Mandarin Chinese…………………...…………...22
2.5 EFL learners’ referential behaviors…………………………………………26
2.6 Summary……………………………………………………………………30
Chapter Three Methodology………………………....……………………………....34
3.1 Subjects……….…………………………………………………………….34
3.2 Material……………………………………………………………………..36
3.3 Data collection……………………………….……………………………...37
3.4 Data analysis………………………………………………………………..39
3.4.1 Analytical framework………………………………………..………41
3.4.2 Discourse functions…………………………….……………………49
3.4.3 Referential distance value…………………………….……………..52
3.4.4 Summary…………………………………………………………….54
Chapter Four Results and Discussion…………………...……………………………56
4.1 Types of referential forms and their frequency..……………………….……56
4.2 The use of referential forms for different discourse functions…………..….72
4.2.1 Referential forms for Introduction……………………………….….74
4.2.2 Referential forms for Maintenance……………………………….…78
4.2.3 Referential forms for Reintroduction……………………………..…83
4.3 Referential distance value……………..…………………………………....89
4.4 Inappropriate use of referential forms………………………………………99
4.5 Summary…………………………………………………………………..101
Chapter Five Conclusion……......…………………………………………………..104
5.1 Concluding remarks………..………………….…………………………..104
5.2 Pedagogical implications………………………………………………..…107
5.3 Limitations of the present study and suggestions for future research.…….109
References………………...…………………………………………………….…..110
Appendix A….…………….……………………………………………………..…121
Appendix B……………………………………………………………...……….…122

List of Figures
Figure 3.1 Analyzing procedure………………………………………………….…..40

List of Tables
Table 2.1 Ariel’s accessibility degree and anaphoric forms………………………….15
Table 2.2 Lin’s accessibility degree and anaphoric forms.…………………………...24
Table 3.1 Number of referring expressions in learners’ text.………………………...38
Table 3.2 Number of referring expressions at subject position in learners’ text……..52
Table 4.1 Types of referential forms and the frequency in each learner’s text……….57
Table 4.2 Distributional frequency of functions among referential forms across
the texts.…………………………………………………………………...73
Table 4.3 Introduction Function and the referential forms………….………………..74
Table 4.4 Maintenance Function and the referential forms at subject position ….......78
Table 4.5 Reintroduction Function and the referential forms at subject position……83
Table 4.6 Average referential distance and text distribution of each form at
subject position…………………………………………………..……...…90
Table 4.7 Inappropriate use of referential forms……………………………………100		zh_TW
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dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0093555011en_US
dc.subject (關鍵詞) 指涉詞zh_TW
dc.subject (關鍵詞) referential formen_US
dc.title (題名) 進階英語學習者在書面敘述文中指涉詞之使用zh_TW
dc.title (題名) Advanced EFL Learners` Referential Forms in Written Narrativesen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Alexander, L. G. (1988). Longman English Grammar. UK: Longman Group.zh_TW
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