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題名 An Analysis of the Use of Modal Verbs in Senior High School Students` Compositions
高中生英文作文中情態助動詞使用之分析
作者 張翠杏
Chang, Tsui-hsing
貢獻者 尤雪瑛
Yu, Hsueh-ying
張翠杏
Chang, Tsui-hsing
關鍵詞 情態助動詞
對比分析
會
Modal verbs
Contrastive Analysis
can, will
日期 2002
上傳時間 17-九月-2009 16:32:40 (UTC+8)
摘要 國立政治大學英國語文學系在職碩士班
     碩士論文提要
     
     論文名稱：高中生英文作文中情態助動詞使用之分析
     
     指導教授：尤雪瑛博士
     
     研究生：張翠杏撰
     
     論文提要內容：
     本研究旨在分析高中生在英文作文中使用情態助動詞之情形，並就學生使用情態助動詞之困難加以研究，以期能了解學生困難之所在並加以解決。
     本研究採用質與量的分析方法。質的分析包括： (一) 情態助動詞之意義與功能； (二) 學生誤用情態助動詞之情形； (三) 影響學生誤用情態助動詞之原因。量的分析則重在研究： (一) 學生使用各個情態助動詞之頻率； (二) 學生最容易誤用之情態助動詞之頻率。
     本研究結果如下：學生最常使用的情態助動詞為can和will，這兩者也最容易被誤用，學生除了會把各個情態助動詞互相替換使用之外，也會在不需要情態助動詞的情形下使用情態助動詞。造成學生誤用情態助動詞原因包括： (一) 學生誤解不同情態助動詞的用法，而把一種用法運用在其他情態助動詞上； (二) 學生把情態助動詞的用法簡化； (三) 學生受到固定用語的影響； (四) 學生受到母語的影響直接把中文翻譯成英文。
     本研究最後提出在英語教學上的建議：在課堂上教授情態助動詞時，除了將各個情態助動詞不同的用法呈現，還必須比較各個情態助動詞之間相近的用法，再把這些情態助動詞放在不同的情境中呈現它們在現實生活中真正的用法與意義，期使學生能學到情態助動詞正確的用法。
ABSTRACT
     The purpose of this study is to analyze the use of modal verbs in students’ compositions and to understand students’ difficulty in learning and using modal verbs. Modal verbs’ surface forms and grammatical characteristics are very easy for students to remember. However, their complicated meanings and usages are somewhat difficult.
     This study adopts qualitative and quantitative analyses. The qualitative analysis includes: (1) the meanings and functions of modal verbs, (2) students’ misuse of modal verbs, and (3) the reasons that affect students’ misuse of modal verbs. The quantitative analysis includes: (1) the frequency of the use of every modal verb in students’ compositions, and (2) the frequency of the misuse of modal verbs.
     The results of this study are summarized as follows: the most often used modal verbs are can and will. Students tend to use wrong modal verbs or add modal verbs to sentences that don’t need one. The reasons affecting students’ misuse of modal verbs are: (1) students’ misunderstanding of the use of modal verbs, (2) students’ oversimplification of the meanings and functions of modal verbs, (3) the effect of frozen idiomatic expressions, and (4) the effect of students’ native languages.
     Finally, the study provides pedagogical suggestions and implications in teaching modal verbs. First, subtle usages and meanings of modal verbs should be presented. Second, they should be taught in different contexts. Third, apply pragmatics to the teaching of modal verbs. The goal is to help students learn authentic usages of modal verbs.
參考文獻 REFERENCE
Alexander, L. G. (1994). Longman English grammar. Longman Asia Limited: Longman.
Altman, R. (1982). Interlanguage modality. CA: The Annual Meeting of the Linguistic Society of America. (ERIC Document Reproduction Service NO. ED 228 861)
Bowen, J. D., & McCreary, C. F. (1977). Teaching the English modal perfects. TESOL Quarterly, 11, 283-301.
Bybee, J., Perkins, R., & Pagliuca, W. (1994). The evolution of grammar: Tense, aspect, and modality in the languages of the world. Chicago: The University of Chicago Press.
Celce-Murcia, M. & Larsen-Freeman, D. (1999). The grammar book: An ESL/EFL teacher’s course. Boston: Heinle & Heinle.
Chang, Ching-hsiu. 張清秀 (2001). Semantic analysis on the modal verb “HUI” in Mandarin Chinese. M.A. Thesis, National Chengchi University.
Close, R. A. (1977). English as a foreign language(2nd ed.). London: George Allen & Unwin.
Coates, J. (1995). The expression of root and epistemic possibility in English. In J. Bybee and S. Fleischman (Eds.). Modality in grammar and discourse (pp.55-66). Amsterdam: John Benjamins.
Cook, W. A. (1978). Semantic structure of the English modals. TESOL Quarterly, 12, 5-15.
Duffley, P. J. (1994). Need and dare: The black sheep of the modal family. Lingua, 94, 213-243.
Dulay, H., Burt, M. & Krashen, S. (1982). Language 2. New York: Oxford University Press.
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
Frank, M. (1972). Modern English: A practical reference guide. NJ: Prentice Hall.
Gao, Yung-den. 高永德 (1981). A semantic study of four modal verbs in Mandarin Chinese: With special reference to their interaction with aspectual nature of verbs. M.A. Thesis, Fu Jen Catholic University.
Greenbaum, S. (1991). An introduction to English grammar. London: Longman.
Groefsema, M. (1994). Can, may, must and should: A relevance theoretic account. Journal of Linguistics, 31, 53-79.
Hatav, G. (1997). The semantics of aspect and modality: Evidence from English and biblical Hebrew. BV: John Benjamins.
Hofmann, Th. R. (1993). Realms of meaning. New York: Longman.
Hoye, L. (1997). Adverbs and modality in English. New York: Longman.
Huang, Yu-chun. 黃郁純 (2000). A semantic study of modal verbs in Chinese. M.A. Thesis, National Taiwan Normal University.
Hubbard, P. (1984). Understanding English modals through space grammar. Ohio: The Conference of Teachers of English to Speakers of Other Languages. (ERIC Document Reproduction Service NO. ED 249 794)
Jackson, H. (1990). Grammar and meaning: A semantic approach to English grammar. New York: Longman.
James, C. (1998). Errors in language learning and use: Exploring error analysis. London: Longman.
James. C. (1980). Contrastive analysis. London: Longman.
Kennedy, G. (1998). An introduction to corpus linguistics. New York: Longman.
Klinge, A. (1993). The English modal auxiliaries: From lexical semantics to utterance interpretation. Journal of Linguistics, 29, 315-357.
Krug, M. G. (2000). Emerging English modals: A corpus-based study of grammaticalization. Berlin: Mouton de Gruyter.
Kuan, Mei-chih. 官美智 (1987). How to teach modal verbs may and can in senior high school. 如何在高中教情態助動詞may與can. In Tzyh-lai Huang, Yun-hua Huang, Wu-chang Chang, Chyi-ruey Chen, Li-wen Chen and Chyong-ju Chen (Eds.). Papers from the fourth conference on English teaching and learning in the Republic of China (pp.159-167). Taipei: the Crane Publishing.
Kuo, Wen-hsin. 郭文新 (1983). A contrastive Research of English and Chinese verbal systems: Tenses, aspects, and modals. Journal of Taipei Institute of Technology, 16, 489-536.
Leech, G. (1978). Meaning and the English verb(2nd ed.). New York: Longman.
Li, C. N., & Thompson, S. A. (1981). Mandarin Chinese: A functional reference grammar. Berkley: University of California Press.
Ney, J. W. (1981). Teaching the modals in an ESL class. AZ: The Conference of Teachers of English to Speakers of Other Languages. (ERIC Document Reproduction Service NO. ED 205 027)
Palmer, F. R. (1990). Modality and the English modals(2nd ed.). New York: Longman.
Parrott, M. (1990). Grammar for English language teachers. Cambridge: Cambridge University Press.
Quirk, R., Greenbaum, S., Leech, G. & Svartvik, J. (1985). A comprehensive grammar of the English language. London: Longman.
Richards, J. C., Platt, J. & Platt, H. (1998). Longman dictionary of language teaching & applied linguistics. London: Longman.
Sinclair, J. (Ed.). (2000). Student’s grammar. Hong Kong: Bank of English.
Swan, M. (1995). Practical English usage(2nd ed.). Oxford: Oxford University Press.
Sweetser, E. (1990). From etymology to pragmatics: Metaphorical and cultural aspects of semantic structure. Cambridge: Cambridge University Press.
Tang, Ting-chi. 湯廷池 (1979). Studies in Chinese syntax. Taipei: Student Book Co.
Tang, Ting-chi. 湯廷池 (1992). Form, meaning, and function in English modal verbs. In Ting-chi. Tang (Ed.). A cognitive grammar of English: Form, meaning and function II (pp.79-114). Taipei: Student Book Co.
Youmans, M. (2001). Cross-cultural differences in polite epistemic modal use in American English. Journal of Multilingual and Multicultural Development, 22, 57-73.
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
89951011
91
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0089951011
資料類型 thesis
dc.contributor.advisor 尤雪瑛zh_TW
dc.contributor.advisor Yu, Hsueh-yingen_US
dc.contributor.author (作者) 張翠杏zh_TW
dc.contributor.author (作者) Chang, Tsui-hsingen_US
dc.creator (作者) 張翠杏zh_TW
dc.creator (作者) Chang, Tsui-hsingen_US
dc.date (日期) 2002en_US
dc.date.accessioned 17-九月-2009 16:32:40 (UTC+8)-
dc.date.available 17-九月-2009 16:32:40 (UTC+8)-
dc.date.issued (上傳時間) 17-九月-2009 16:32:40 (UTC+8)-
dc.identifier (其他 識別碼) G0089951011en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/33417-
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) 89951011zh_TW
dc.description (描述) 91zh_TW
dc.description.abstract (摘要) 國立政治大學英國語文學系在職碩士班
     碩士論文提要
     
     論文名稱：高中生英文作文中情態助動詞使用之分析
     
     指導教授：尤雪瑛博士
     
     研究生：張翠杏撰
     
     論文提要內容：
     本研究旨在分析高中生在英文作文中使用情態助動詞之情形，並就學生使用情態助動詞之困難加以研究，以期能了解學生困難之所在並加以解決。
     本研究採用質與量的分析方法。質的分析包括： (一) 情態助動詞之意義與功能； (二) 學生誤用情態助動詞之情形； (三) 影響學生誤用情態助動詞之原因。量的分析則重在研究： (一) 學生使用各個情態助動詞之頻率； (二) 學生最容易誤用之情態助動詞之頻率。
     本研究結果如下：學生最常使用的情態助動詞為can和will，這兩者也最容易被誤用，學生除了會把各個情態助動詞互相替換使用之外，也會在不需要情態助動詞的情形下使用情態助動詞。造成學生誤用情態助動詞原因包括： (一) 學生誤解不同情態助動詞的用法，而把一種用法運用在其他情態助動詞上； (二) 學生把情態助動詞的用法簡化； (三) 學生受到固定用語的影響； (四) 學生受到母語的影響直接把中文翻譯成英文。
     本研究最後提出在英語教學上的建議：在課堂上教授情態助動詞時，除了將各個情態助動詞不同的用法呈現，還必須比較各個情態助動詞之間相近的用法，再把這些情態助動詞放在不同的情境中呈現它們在現實生活中真正的用法與意義，期使學生能學到情態助動詞正確的用法。		zh_TW
dc.description.abstract (摘要) ABSTRACT
     The purpose of this study is to analyze the use of modal verbs in students’ compositions and to understand students’ difficulty in learning and using modal verbs. Modal verbs’ surface forms and grammatical characteristics are very easy for students to remember. However, their complicated meanings and usages are somewhat difficult.
     This study adopts qualitative and quantitative analyses. The qualitative analysis includes: (1) the meanings and functions of modal verbs, (2) students’ misuse of modal verbs, and (3) the reasons that affect students’ misuse of modal verbs. The quantitative analysis includes: (1) the frequency of the use of every modal verb in students’ compositions, and (2) the frequency of the misuse of modal verbs.
     The results of this study are summarized as follows: the most often used modal verbs are can and will. Students tend to use wrong modal verbs or add modal verbs to sentences that don’t need one. The reasons affecting students’ misuse of modal verbs are: (1) students’ misunderstanding of the use of modal verbs, (2) students’ oversimplification of the meanings and functions of modal verbs, (3) the effect of frozen idiomatic expressions, and (4) the effect of students’ native languages.
     Finally, the study provides pedagogical suggestions and implications in teaching modal verbs. First, subtle usages and meanings of modal verbs should be presented. Second, they should be taught in different contexts. Third, apply pragmatics to the teaching of modal verbs. The goal is to help students learn authentic usages of modal verbs.		en_US
dc.description.tableofcontents TABLE OF CONTENTS
     
     ACKNOWLEDGEMENTS…………………………………………………………..iii
     TABLE OF CONTENTS…………………………………………………………..…iv
     LIST OF TABLES……………………………………………………………………vi
     CHINESE ABSTRACT……………………………………………….......................vii
     ENGLISH ABSTRACT viii
     
     CHAPTER ONE
     INTRODUCTION……………………………………………………………………..1
     1.1 Motivation…………………………………………………………………....1
     1.2 Research Questions…………………………………………………………..3
     1.3 Purpose of the Study…………………………………………………………3
     1.4 Organization………………………………………………………………….4
     
     CHAPTER TWO
     LITERATURE REVIEW……………………………………………………………...5
     2.1 English Modal Verbs…………………………………………………………5
     2.1.1 From of English Modal Verbs………………………………………...5
     2.1.2 Meanings of English Modal Verbs……………………………………8
     2.1.2.1 Epistemic and Deontic Modals………………………………..8
     2.1.2.2 Negation………………………………………………………11
     2.1.2.3 Interrogation………………………………………………….13
     2.1.2.4 Tense………………………………………………………….13
     2.2 Difficulty in Learning Modal Verbs……………………………...…………15
     
     CHAPTER THREE
     CONTRASTIVE ANALYSIS………………………………………………………..21
     3.1 Contrastive Analysis Theory………………………………………………..21
     3.2 Can, Could, Will, and Would……………………………………………….22
     3.2.1 Can and Could………………………………………………………23
     3.2.2 Will and Would……………………………………………………...26
     3.3 Chinese Modal Verb--Hui…………………………………………………..28
     3.4 Contrastive Analysis of English and Chinese Modal Verbs………………...32
     3.4.1 Can and Could VS Ability Hui………………………………………33
     3.4.2 Will and Would VS Assertive Hui…………………………………...34
     3.5 Conclusion…………………………………………………………………..36
     
     CHAPTER FOUR
     THE USE OF MODAL VERBS IN LEARNERS` DATA…………………………...37
     4.1 Analysis of Students` Compositions………………………………………...37
     4.1.1 Subjects……………………………………………………………...37
     4.1.2 Data Collection……………………………………………………...38
     4.1.3 Procedures…………………………………………………………...39
     4.1.4 Data Analysis………………………………………………………..40
     4.1.4.1 Mis-selection…………………………………………………45
     4.1.4.2 Addition………………………………………………………48
     4.2 Analysis of Translation Test of Modal Verbs………………………………..50
     4.2.1 Subjects……………………………………………………………...51
     4.2.2 Design of Translation Test…………………………………………...51
     4.2.2.1 Principle of the Design……………………………………….51
     4.2.2.2 Explanation of Some Controversial Questions………………52
     4.2.3 Procedures…………………………………………………………...55
     4.2.4 Data Analysis………………………………………………………..55
     4.3 Discussion…………………………………………………………………..60
     
     CHAPTER FIVE
     CONCLUSION………………………………………………………………………67
     5.1 Summary……………………………………………………………………67
     5.2 Some Drawbacks of Present Teaching Method…………………………….71
     5.3 Some Pedagogical Suggestions and Implications…………………………..73
     5.3.1 Presentation of the Different Usages of Each Modal Verb………….73
     5.3.2 Presentation of Modal Verbs in Different Contexts…………………76
     5.3.3 The Application of Pragmatics………………………………………77
     5.4 Limitations of the Present Study……………………………………………79
     
     APPENDIX I…………………………………………………………………………81
     APPENDIX II………………………………………………………………………...82
     APPENDIX III….……………………………………………………………………84
     APPENDIX IV..……………………………………………………………………...86
     APPENDIX V……………………………………………………………………..…88
     APPENDIX VI…..…………………………………………………………………...90
     
     
     REFERENCE………………………………………………………………………...92
     
     
     LIST OF TABLES
     
     Table 2.1 The Meaning of English Pure Modal Verbs…….……………………….10
     Table 2.2 The Interpretation of Each English Pure Modal Verbs………………….11
     Table 4.1 Numbers of Students’ Composition With and Without Modal Verbs…...40
     Table 4.2 Frequency of Students’ Correct and Incorrect Use of Modal Verbs……..41
     Table 4.3 Frequency of the Modal Verbs Used Correctly in Meaning…………..….42
     Table 4.4 Frequency of the Modal Verbs Used Incorrectly……………………...….45
     Table 4.5 Mis-selection: Analysis of Modal Verbs Used Wrongly by Students....….46
     Table 4.6 Frequency of Addition………………………….……………………..….49
     Table 4.7 Frequency of Students’ Answers in the Translation Test….…………..….56		zh_TW
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dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0089951011en_US
dc.subject (關鍵詞) 情態助動詞zh_TW
dc.subject (關鍵詞) 對比分析zh_TW
dc.subject (關鍵詞) 會zh_TW
dc.subject (關鍵詞) Modal verbsen_US
dc.subject (關鍵詞) Contrastive Analysisen_US
dc.subject (關鍵詞) can, willen_US
dc.title (題名) An Analysis of the Use of Modal Verbs in Senior High School Students` Compositionszh_TW
dc.title (題名) 高中生英文作文中情態助動詞使用之分析zh_TW
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) REFERENCEzh_TW
dc.relation.reference (參考文獻) Alexander, L. G. (1994). Longman English grammar. Longman Asia Limited: Longman.zh_TW
dc.relation.reference (參考文獻) Altman, R. (1982). Interlanguage modality. CA: The Annual Meeting of the Linguistic Society of America. (ERIC Document Reproduction Service NO. ED 228 861)zh_TW
dc.relation.reference (參考文獻) Bowen, J. D., & McCreary, C. F. (1977). Teaching the English modal perfects. TESOL Quarterly, 11, 283-301.zh_TW
dc.relation.reference (參考文獻) Bybee, J., Perkins, R., & Pagliuca, W. (1994). The evolution of grammar: Tense, aspect, and modality in the languages of the world. Chicago: The University of Chicago Press.zh_TW
dc.relation.reference (參考文獻) Celce-Murcia, M. & Larsen-Freeman, D. (1999). The grammar book: An ESL/EFL teacher’s course. Boston: Heinle & Heinle.zh_TW
dc.relation.reference (參考文獻) Chang, Ching-hsiu. 張清秀 (2001). Semantic analysis on the modal verb “HUI” in Mandarin Chinese. M.A. Thesis, National Chengchi University.zh_TW
dc.relation.reference (參考文獻) Close, R. A. (1977). English as a foreign language(2nd ed.). London: George Allen & Unwin.zh_TW
dc.relation.reference (參考文獻) Coates, J. (1995). The expression of root and epistemic possibility in English. In J. Bybee and S. Fleischman (Eds.). Modality in grammar and discourse (pp.55-66). Amsterdam: John Benjamins.zh_TW
dc.relation.reference (參考文獻) Cook, W. A. (1978). Semantic structure of the English modals. TESOL Quarterly, 12, 5-15.zh_TW
dc.relation.reference (參考文獻) Duffley, P. J. (1994). Need and dare: The black sheep of the modal family. Lingua, 94, 213-243.zh_TW
dc.relation.reference (參考文獻) Dulay, H., Burt, M. & Krashen, S. (1982). Language 2. New York: Oxford University Press.zh_TW
dc.relation.reference (參考文獻) Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.zh_TW
dc.relation.reference (參考文獻) Frank, M. (1972). Modern English: A practical reference guide. NJ: Prentice Hall.zh_TW
dc.relation.reference (參考文獻) Gao, Yung-den. 高永德 (1981). A semantic study of four modal verbs in Mandarin Chinese: With special reference to their interaction with aspectual nature of verbs. M.A. Thesis, Fu Jen Catholic University.zh_TW
dc.relation.reference (參考文獻) Greenbaum, S. (1991). An introduction to English grammar. London: Longman.zh_TW
dc.relation.reference (參考文獻) Groefsema, M. (1994). Can, may, must and should: A relevance theoretic account. Journal of Linguistics, 31, 53-79.zh_TW
dc.relation.reference (參考文獻) Hatav, G. (1997). The semantics of aspect and modality: Evidence from English and biblical Hebrew. BV: John Benjamins.zh_TW
dc.relation.reference (參考文獻) Hofmann, Th. R. (1993). Realms of meaning. New York: Longman.zh_TW
dc.relation.reference (參考文獻) Hoye, L. (1997). Adverbs and modality in English. New York: Longman.zh_TW
dc.relation.reference (參考文獻) Huang, Yu-chun. 黃郁純 (2000). A semantic study of modal verbs in Chinese. M.A. Thesis, National Taiwan Normal University.zh_TW
dc.relation.reference (參考文獻) Hubbard, P. (1984). Understanding English modals through space grammar. Ohio: The Conference of Teachers of English to Speakers of Other Languages. (ERIC Document Reproduction Service NO. ED 249 794)zh_TW
dc.relation.reference (參考文獻) Jackson, H. (1990). Grammar and meaning: A semantic approach to English grammar. New York: Longman.zh_TW
dc.relation.reference (參考文獻) James, C. (1998). Errors in language learning and use: Exploring error analysis. London: Longman.zh_TW
dc.relation.reference (參考文獻) James. C. (1980). Contrastive analysis. London: Longman.zh_TW
dc.relation.reference (參考文獻) Kennedy, G. (1998). An introduction to corpus linguistics. New York: Longman.zh_TW
dc.relation.reference (參考文獻) Klinge, A. (1993). The English modal auxiliaries: From lexical semantics to utterance interpretation. Journal of Linguistics, 29, 315-357.zh_TW
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