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題名 主題推進與凝結功能詞在英語閱讀上的探討
Thematic Progression and Cohesive Devices: An Approach to English Reading
作者 藍麗玫
Lan, Li mei
貢獻者 張郇慧
Chang, Hsun huei
藍麗玫
Lan, Li mei
關鍵詞 主題推進
凝結功能詞
英語閱讀
文章分析
thematic progression
cohesive devices
English reading
text analysis
日期 2007
上傳時間 17-九月-2009 16:37:47 (UTC+8)
摘要 本篇論文藉由探討主題推進類型 (thematic progression patterns)與凝結關係 (cohesive ties) 在高中英文教科書課文的呈現以及在英文大學入學考試試題 (綜合測驗，文意選填，篇章結構) 上的應用，來提倡篇章結構的閱讀方法；希望在英文閱讀方面能有啟發的功效。首先，高中英文教科書中敘述文和說明文類型的文章被挑選出來作分析。為了解釋文章的主題發展，功能語法觀點 (Functional Sentence Perspective) 的語言學家Daneš提出四個主題推進類型，分別為Type 1: Simple Linear TP，Type 2: TP with a continuous (constant) theme，Type 3: TP with derived T’s，Type 4: Exposition of a Split Rheme。Cloran另外建議兩個主題推進類型Type 5: Theme > Rheme 和Type 6: Rheme > Rheme。這六種主題推進類型再加上由Halliday and Hasan所提出的五種凝結關係 (cohesive ties, i.e. reference, substitution, ellipsis, conjunction, and lexical cohesion) 被用來分析上述的文章並且應用在英文大學入學考試試題的解題。研究發現除了上述六種預設的主題推進類型之外，第七種類型被歸為Referential Type，涉及指稱詞 this和that 的使用。其他的發現敘述如下：在高中英文教科書文章分析方面，Type 1和Type 2出現的頻率最多，第二多是Type 5 and Type 6；Referential Type排名出現頻率的第三名，而Type 4少見，Type 3最罕見.。另外，在英文大學入學考試試題的應用方面，結果亦大致符合上述。至於凝結關係 (cohesive ties) 的頻率，指稱詞 (reference)，尤其是人稱代名詞出現最多次，字彙 (lexicon) 次之，然而大部份都是相同字 (same word or repetition) 的一再重複出現；其他字彙的呈現，如同義詞 (synonym)、反義詞 (antonym)、搭配詞 (collocation)、統領詞 (superordinate) 等稍嫌不足。
Because little attention has been paid to the explicit teaching of text structure
     in local senior high schools, this present study analyzes the reading texts to explore how students are exposed to expositive and narrative text types and how the text is structured. Reading texts are selected from textbooks for senior high school students and then theme categories, thematic progression types and cohesive devices are analyzed. Combined Daneš’s theory with Cloran’s suggestion, the following six types of thematic progression (TP) are identified: Type 1, Rheme>Theme pattern (> means ‘followed by’); Type 2, Theme>Theme pattern; Type 3, Split Theme; Type 4, Split Rheme; Type 5, Theme>Rheme pattern; and Type 6, Rheme>Rheme pattern. Besides, five cohesive ties (i.e. reference, substitution, ellipsis, conjunction, and lexical cohesion) proposed by Halliday and Hasan are identified as clue to trace the progression. Next, evidence is found to decode gapped passages in Integrative Test (綜合測驗, i.e. Cloze Test), Semantic Choice (文意選填), and Discourse Structure (篇章結構).
     Besides the presupposed six progression patterns mentioned above, one more type is found and categorized as Referential Type. The progression of Referential Type involves the use of cohesive device this or that. The findings are presented as follows: In the analysis of reading texts in EFL textbooks, thematic progression of Type 1 R>T and Type 2 T>T predominates the frequency of occurrence, while thematic progression of Type 5 T>R and Type 6 R>R follows behind, and Referential Type ranks third in terms of frequency, followed by Type 4 Split R outnumbering Type 3 Split T. Furthermore, while applying to the analysis of test passages, the outcome of progression types is roughly correspondent with what is mentioned above. As for cohesive ties, reference predominates the frequency of occurrence, followed by lexicon. Of all the cohesive devices, items of personal reference are found to appear most frequently, and then the second most are items of the same word.
     Through the exploration and analysis of thematic progression and cohesive devices, it is hoped that students’ awareness of textual organization will be enhanced and thus help activate efficient reading.
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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
92951016
96
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0929510162
資料類型 thesis
dc.contributor.advisor 張郇慧zh_TW
dc.contributor.advisor Chang, Hsun hueien_US
dc.contributor.author (作者) 藍麗玫zh_TW
dc.contributor.author (作者) Lan, Li meien_US
dc.creator (作者) 藍麗玫zh_TW
dc.creator (作者) Lan, Li meien_US
dc.date (日期) 2007en_US
dc.date.accessioned 17-九月-2009 16:37:47 (UTC+8)-
dc.date.available 17-九月-2009 16:37:47 (UTC+8)-
dc.date.issued (上傳時間) 17-九月-2009 16:37:47 (UTC+8)-
dc.identifier (其他 識別碼) G0929510162en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/33452-
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) 92951016zh_TW
dc.description (描述) 96zh_TW
dc.description.abstract (摘要) 本篇論文藉由探討主題推進類型 (thematic progression patterns)與凝結關係 (cohesive ties) 在高中英文教科書課文的呈現以及在英文大學入學考試試題 (綜合測驗，文意選填，篇章結構) 上的應用，來提倡篇章結構的閱讀方法；希望在英文閱讀方面能有啟發的功效。首先，高中英文教科書中敘述文和說明文類型的文章被挑選出來作分析。為了解釋文章的主題發展，功能語法觀點 (Functional Sentence Perspective) 的語言學家Daneš提出四個主題推進類型，分別為Type 1: Simple Linear TP，Type 2: TP with a continuous (constant) theme，Type 3: TP with derived T’s，Type 4: Exposition of a Split Rheme。Cloran另外建議兩個主題推進類型Type 5: Theme > Rheme 和Type 6: Rheme > Rheme。這六種主題推進類型再加上由Halliday and Hasan所提出的五種凝結關係 (cohesive ties, i.e. reference, substitution, ellipsis, conjunction, and lexical cohesion) 被用來分析上述的文章並且應用在英文大學入學考試試題的解題。研究發現除了上述六種預設的主題推進類型之外，第七種類型被歸為Referential Type，涉及指稱詞 this和that 的使用。其他的發現敘述如下：在高中英文教科書文章分析方面，Type 1和Type 2出現的頻率最多，第二多是Type 5 and Type 6；Referential Type排名出現頻率的第三名，而Type 4少見，Type 3最罕見.。另外，在英文大學入學考試試題的應用方面，結果亦大致符合上述。至於凝結關係 (cohesive ties) 的頻率，指稱詞 (reference)，尤其是人稱代名詞出現最多次，字彙 (lexicon) 次之，然而大部份都是相同字 (same word or repetition) 的一再重複出現；其他字彙的呈現，如同義詞 (synonym)、反義詞 (antonym)、搭配詞 (collocation)、統領詞 (superordinate) 等稍嫌不足。zh_TW
dc.description.abstract (摘要) Because little attention has been paid to the explicit teaching of text structure
     in local senior high schools, this present study analyzes the reading texts to explore how students are exposed to expositive and narrative text types and how the text is structured. Reading texts are selected from textbooks for senior high school students and then theme categories, thematic progression types and cohesive devices are analyzed. Combined Daneš’s theory with Cloran’s suggestion, the following six types of thematic progression (TP) are identified: Type 1, Rheme>Theme pattern (> means ‘followed by’); Type 2, Theme>Theme pattern; Type 3, Split Theme; Type 4, Split Rheme; Type 5, Theme>Rheme pattern; and Type 6, Rheme>Rheme pattern. Besides, five cohesive ties (i.e. reference, substitution, ellipsis, conjunction, and lexical cohesion) proposed by Halliday and Hasan are identified as clue to trace the progression. Next, evidence is found to decode gapped passages in Integrative Test (綜合測驗, i.e. Cloze Test), Semantic Choice (文意選填), and Discourse Structure (篇章結構).
     Besides the presupposed six progression patterns mentioned above, one more type is found and categorized as Referential Type. The progression of Referential Type involves the use of cohesive device this or that. The findings are presented as follows: In the analysis of reading texts in EFL textbooks, thematic progression of Type 1 R>T and Type 2 T>T predominates the frequency of occurrence, while thematic progression of Type 5 T>R and Type 6 R>R follows behind, and Referential Type ranks third in terms of frequency, followed by Type 4 Split R outnumbering Type 3 Split T. Furthermore, while applying to the analysis of test passages, the outcome of progression types is roughly correspondent with what is mentioned above. As for cohesive ties, reference predominates the frequency of occurrence, followed by lexicon. Of all the cohesive devices, items of personal reference are found to appear most frequently, and then the second most are items of the same word.
     Through the exploration and analysis of thematic progression and cohesive devices, it is hoped that students’ awareness of textual organization will be enhanced and thus help activate efficient reading.		en_US
dc.description.tableofcontents Acknowledgements......................................ii
     Table of contents………….…………………………………………iv
     List of Figures & Tables………………………………….……….vi
     Chinese Abstract…………………………………………………....vii
     English Abstract…………………………………………………....viii
     Chapter
     1. Introduction……….………………………………………………..1
      1.1 Schema Theory……………………………………………………1
      1.2 Background……………………………………………………….3
      1.3 Motivation & Purpose…………………………………………6
      1.4 Significance of the Study…..……………………………7
     2. Literature Review………………………………………………....9
      2.1 What’s Reading?.................................9
      2.2 Theme and Rheme (Topic and Comment)……...……...10
      2.2.1 Definition of Theme and Rheme…………………..11
      2.2.2 Delimitation of Theme and Rheme………………..13
      2.2.3 Theme-Rheme Patterning……………………………..19
     2.3 Types of Cohesive Ties……………………..………........24
      2.3.1 Reference……………………….………….............25
      2.3.2 Substitution………………..………………...........26
      2.3.3 Ellipsis…………………..……………………..........26
      2.3.4 Conjunction…………………………………….........…27
      2.3.5 Lexical Cohesion…………………………….........…27
     2.4 Thematic Progression and Cohesive Ties…………… ....29
     2.5 Previous research…………………………….……………......31
     3. Methodology…………………………………………………….......34
      3.1 Data Analysis…………………………………………………….34
      3.1.1 Sources of Data.………………………………………..34
      3.1.2 Criteria for Analysis…………………………………34
      3.2 Steps for Analysis…………………………………………...36
      3.2.1 Identifying Cohesive Ties in Texts……......36
      3.2.2 Discriminating Patterns of Thematic
      Progression (TP)……….…....................37
     4. Results and Discussion………………………...…..39
      4.1 Frequency…………………………………..............39
      4.1.1 Frequency of Different Theme Categories………39
      4.1.2 Why Marked Theme? ..........................42
      4.1.3 Frequency of TP Patterns…………………………..45
      4.1.4 Patterns of Rare Frequency……………………...46
      4.2 Interaction between TP Patterns of Type 1 & Type 2
      & syntactic Structures………………………............48
      4.3 Interaction between TP Patterns of Type 5 & Type 6
      & Syntactic Structures…………………................51
      4.4 Cohesive Device……………………………………………………54
      4.4.1 Interaction between TP Patterns and Cohesive
      Devices…………...............................54
      4.4.2 Function of Personal Pronouns………………….….57
      4.4.3 Cohesive Device This & That……………………..…59
     5. Evidence from Standard Tests…………....…..............63
      5.1 Solution to Problems in Decoding Discourse Structure
      ....................................................63
      5.2 Solution to Problems in Decoding Integrative Test
      ……….............................................…70
      5.3 Solution to Problems in Decoding Semantic Choice
      …………………….....................................74
     6. Conclusion………………………………...………………………………79
      6.1 Summary of Findings……………………………………..…....79
      6.2 Pedagogical Implications……………………………………...79
      6.3 Limitations and Suggestions for Further Research....80
     References………………………………………………………………………82
     Appendixes
     A. Distribution of Theme Category in Each Reading Text…..89
     B. Presentation of Thematic Progression Types in Each
      Reading Text………................................……..91
     C. Interaction of Theme Category & Thematic Progression of
      Type 1& Type 2 in Reading Text………………………………...93
     D. Interaction of Theme Category & Thematic Progression of
      Type 5& Type in Reading Text………………………………….95
     E. Two Ways of Analysis of Thematic Progression Types in
      Three Texts…………...................................97
     F. Distribution of Cohesive Device in Each Reading Text…98
     G. Presentation of Thematic Progression Types in Texts
      subtitled as Discourse Structure in DRET………………….100
     H. Presentation of Thematic Progression Types in Texts
      subtitled as Integrative Test in SAET……………………..101
     I. Presentation of Thematic Progression Types in Texts
      subtitled as Integrative Test in DRET…...............102
     J. Presentation of Types of Thematic Progression in
      Passages Subtitled as Semantic Choice………………………103		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/#G0929510162en_US
dc.subject (關鍵詞) 主題推進zh_TW
dc.subject (關鍵詞) 凝結功能詞zh_TW
dc.subject (關鍵詞) 英語閱讀zh_TW
dc.subject (關鍵詞) 文章分析zh_TW
dc.subject (關鍵詞) thematic progressionen_US
dc.subject (關鍵詞) cohesive devicesen_US
dc.subject (關鍵詞) English readingen_US
dc.subject (關鍵詞) text analysisen_US
dc.title (題名) 主題推進與凝結功能詞在英語閱讀上的探討zh_TW
dc.title (題名) Thematic Progression and Cohesive Devices: An Approach to English Readingen_US
dc.type (資料類型) thesisen
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