| dc.contributor.advisor | 尤雪瑛 | zh_TW |
| dc.contributor.advisor | Yu, Hsueh-Ying | en_US |
| dc.contributor.author (作者) | 趙桂香 | zh_TW |
| dc.contributor.author (作者) | Chao, Kwei-Hsiang | en_US |
| dc.creator (作者) | 趙桂香 | zh_TW |
| dc.creator (作者) | Chao, Kwei-Hsiang | en_US |
| dc.date (日期) | 2001 | en_US |
| dc.date.accessioned | 18-九月-2009 16:39:41 (UTC+8) | - |
| dc.date.available | 18-九月-2009 16:39:41 (UTC+8) | - |
| dc.date.issued (上傳時間) | 18-九月-2009 16:39:41 (UTC+8) | - |
| dc.identifier (其他 識別碼) | G91NCCU0542012 | en_US |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/35971 | - |
| dc.description (描述) | 碩士 | zh_TW |
| dc.description (描述) | 國立政治大學 | zh_TW |
| dc.description (描述) | 英國語文學研究所 | zh_TW |
| dc.description (描述) | 90 | zh_TW |
| dc.description.abstract (摘要) | 句子的主題具備了啟動訊息、聯繫前後句、並呼應引導全文等功能，因此，主題之選用與安排，影響文章流暢與否。事實上，英文文章中的主題發展有固定模式與原則可循。本研究以主題發展模式，檢驗學生在議論文中主題發展的情形，並比較高低群學生在質與量方面是否有異同。 本研究資料取自138位高三學生於課堂上完成之議論文，經兩位全民英檢閱卷評分老師進行評分工作，由此篩選出高低分群兩組，之後進行實際的文章分析工作一找出兩組文章之主題發展模式，並計算各模式出現之頻率。結果顯示，高分群多使用文法正確、明確之指稱、重複字、同義字、或與全文主旨相關之主題，使用各種模式的比率普遍多於低分組，其中，在eXtended parallel progression 方面多於低分群達顯著水準，證明會回到與全文有關之主題是高分群的一大特色。另外，本研究亦另外發現兩種學生常用之主題發展模式，值得進一步探討。 | zh_TW |
| dc.description.abstract (摘要) | The choice and ordering of themes have much to do with the local and global coherence. And there are established patterns of thematic progression in the text. The purpose of the study is to explore the ways our students employ the thematic progression patterns, and to find the similarities and differences between the high-and low-rated essays. The research materials are argumentative essays gathered from 138 senior high school students. Two GEPT trainee raters then give each essay a holistic score respectively based on the scoring scheme for Intermediate level of the GEPT. Then, the top and the lowest 33 essays are selected to be our data. Textual analysis is then performed by tracing thematic progression mode in each essay in terms of the established patterns. The t-units involved in each pattern are counted, and the use of each pattern between the two sets of essays is compared in detail. The results show thematic progression in high-rated essays is more easily identifiable for the use of overt, grammatical, and discourse-relevant cohesive ties as themes. Furthermore, the high-rated essays exceed low-rated essays in the percentages of t-units involved for almost every pattern. What differs significantly is the use of EPP (extended parallel progression) Pattern. Besides, we find another two common patterns in our data, contrastive theme pattern and rhematic association pattern. | en_US |
| dc.description.tableofcontents | Acknowledgements-----iii List of Tables-----vii List of Figures-----viii Chinese Abstract-----x English Abstract-----xi 1. Introduction-----1 2. Literature Review-----5 2.1 Theme and Rheme-----5 2.2 Theme-Rheme Patterning & Applications-----10 2.3 Framework-----17 2.3.1 Delineation of Theme and Rheme-----17 2.3.2 Classifications of Thematic Progression-----21 3. Research Methods & Data Analysis-----24 3.1 Research Setting-----24 3.1.1 Participants-----24 3.1.2 The Writing Task-----25 3.1.3 Scoring Scheme-----25 3.1.4 Raters-----26 3.1.5 Scoring Procedures-----26 3.1.6 Distinguishing high- and low-rated groups 3.2 Data Analysis-----26 3.2.1 Parallel Progression Pattern-----27 3.2.2 Sequential Progression Pattern-----32 3.2.3 Extended Parallel Progression Pattern-----36 3.2.4 Hypertheme Pattern-----39 3.2.5 Split Rheme Pattern-----42 3.2.6 Other Patterns-----45 3.2.6.1 Contrastive Theme Pattern-----45 3.2.6.2 Rhematic Association Pattern-----48 3.3 Data Discussion-----53 3.4 Summary-----57 4. Conclusion-----60 4.1 Contribution of the study-----60 4.2 Implications for teaching writing-----62 4.2.1 Checking for local and global coherence-----64 4.2.2 Evaluating the functions of theme and rheme-----66 4.3 Implications for teaching reading-----67 4.4 Suggestions for further research-----69 4.5 Limitations of this study-----70 Appendixes I. Full texts for the analysis of the parallel progression pattern-----71 II. Full texts for the analysis of the sequential progression pattern-----72 III. Full texts for the analysis of the extended parallel progression pattern-----73 IV. Full texts for the analysis of the hyper-theme pattern-----74 V. Full texts for the analysis of the split rheme pattern-----75 VI. Full texts for the analysis of the contrastive theme pattern-----76 VII. Full texts for the analysis of the rhematic association pattern-----77 References-----78 Table 3.1 A contrast of the occurrence of pattern (I) between high - and low-rated essays-----28 3.2 A contrast of the occurrence of pattern (II) between high - and low-rated essays-----32 3.3 A contrast of the occurrence of pattern (III) between high - and low-rated essays-----3 3.4 A contrast of the occurrence of pattern (IV) between high - and low-rated essays-----39 3.5 A contrast of the occurrrence of pattern (V) between high - and low-rated essays-----42 3.6 A contrast of the occurrence of pattern (VI) between high - and low-rated essays-----46 3.7 A contrast of the occurrence of pattern (VII) between high - and low-rated essays-----48 3.8 Distributions of percentages oft-units and frequency order for each pattern across the high - and low-rated essays-----53 3.9 Test of significance in terms of percentages between high - and low-rated essays-----56 3.10 Qualitative findings of differences and similarities in the application of the seven patterns between high- and low-rated essays-----59 Figure 2.1 Unmarked instantiation of theme and information-----8 2.2 Marked instantiation of theme and information-----9 2.3 Diagram of Simple linear TP-----11 2.4 Diagram ofTP with a continuous(constant) theme-----12 2.5 Diagram ofTP with derived T`s-----12 2.6 Diagram of Exposition of a split rheme-----13 3.1 Chart of parallel progression for passage (3.1)-----29 3.2 Chart of parallel progression for passage (3.2)-----30 3.3 Chart of sequential progression for passage (3.3)-----33 3.4 Chart of sequential progression for passage (3.4)-----34 3.5 Chart of extended parallel progression for passage (3.5)-----37 3.6 Chart of extended parallel progression for passage (3.6)-----38 3.7 Chart of hypertheme for passage (3.7)-----40 3.8 Chart of hypertheme for passage (3.8)-----41 3.9 Chart of split rheme for passage (3.9)-----43 3.10 Chart of split rheme for passage (3.10)-----44 3.11 Chart of contrastive theme for passage (3.11)-----47 3.12 Chart of contrastive theme for passage (3.12)-----47 3.13 Chart of rhematic association for passage (3.13)-----51 3.14 Chart of rhematic association for passage (3.14)-----51 4.1 Chart of thematic progression for passage (4.1)-----63 4.2 Chart of thematic progression for passage (4.2)-----65 4.3 Chart of thematic progression for passage (4.3) if (A) is chosen-----66 4.4 Chart of thematic progression for passage (4.3) if(B) is chosen-----67 4.5 Chart of thematic progression for passage (4.4)-----68 | zh_TW |
| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G91NCCU0542012 | en_US |
| dc.title (題名) | 高中學生議論文之主題發展 | zh_TW |
| dc.title (題名) | Thematic progression in the argumentative essays of EFL senior high school students | en_US |
| dc.type (資料類型) | thesis | en |
