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題名 An Analysis of Senior High School Students’ English Compositions in Terms of Conjunction
作者 羅國昌
貢獻者 林啟一
羅國昌
關鍵詞 conjunction
日期 2003
上傳時間 18-Sep-2009 16:41:51 (UTC+8)
摘要 論文提要內容 : 連接詞對於高中生膫解句子與句子間或句子內的字意及文法的邏輯關係上,扮演非常重要的角色。如果能夠指導學生熟悉連接詞的功能及用法,對於學生英文寫作能力必然會有很大幫助。目前一般學生最大的挑戰,便是能如何得體地使用這四種遞加性(additive),逆轉性(adversative),因果性(causal),時間性(temporal)的連接詞。當大部分學生把連接詞用到寫作上時,便顯示出他們對連接詞的認識不足,然而目前市面上,並沒有完整的高中生英文作文指導書籍, 即使有的話,寫作技巧的介紹也被分散在各冊的教科書中,造成了目前學生學習英文寫作最大的不便。
      作者想用篇章語法,以連接詞角度,分析高中生作文,分析時
      應用Halliday與 Hasan所分類的四種連接詞及 Stalter所建議的 “and”, “but”,“therefore”,and “then” 這幾種連接詞。希望在將來的英文寫作中,學生能使用連接詞做為槓桿,來改善作文的結構。
Abstract
      Conjunctions play a very important role in helping senior high students gain a semantically intersentential comprehension of logical cohesion between sentences. If they are properly manipulated in guiding students to be familiar with their functions and usages, better quality of compositions could be achieved in the end. The practical use of the four types of conjunctions, i.e., additive, adversative, causal, and temporal poses a real challenge to students on the average. When applying conjunctions to their writing, most students turn out to be timid and unsophisticated, which indicates their inadequate knowledge of conjunctions. Furthermore, there being no complete writing guide books available for senior high students, if there is, the materials of the writing skills are separated into each volume of the English textbooks. Those are the current problems students have encountered.
      This writer would like to apply the discourse analysis to analyze senior high students’ compositions in terms of conjunction, doing a descriptive task to find out what kind of errors are troubling them and reasons in order to help them out of their snags.
      Using the four types of conjunctions by Halliday and Hasan toghter with the conjunctions of “and”, “but”, “therefore”, and “then” suggested by Stalter the teacher could give students a whole picture of what roles conjunctions are playing in their writing, thus proving that comprehension of conjunctions could enhance
     
      intersentential cohesion . Students could use conjunctions as a leverage to better compose their English writing. Finally an optimum way to better compose compositions will be suggested.
參考文獻 Bibliography
Chang, Vincent W. (1997). Freshman English Composition: An Error Analysis from the Discourse Perspective. Taiwan: The Crane Publishing Co.,, LTD.
Halliday, M.A.K. and Hasan, R.(1976). Cohesion in English. London: Longman Group Limited.
Givon, T.(1987). “Beyond Foreground and Background.” In Tomlin (ed., 1987)
Grimes, Joseph E.(1975). The Thread of Discourse. The Hague:Mouton.
Ramsay, V.(1987). “The functional Distribution of Preposed ’if’ and ‘when’ Clauses in Written Discourse.” In Russells Tomlin(ed.), Coherence and Grounding in Discourse.Amsterdam:John Benjamins Publishing Co. 384-409
Geva, Esther.(1992).”The Role of Conjunctions in L2 text Comprehension.” TESOL Quarterly. 26: 731-747
Stalter, William.(1978). “A Sense of structure.” College Composition and Communication. 29(4): 341-345
Michael McCarthy (1991). Discourse Analysis for Language Teachers. Cambridge University Press.
Martin L. Arnaudet, Mary Ellen Barrett.(1990) Paragraph Development. Prentice Hall Regents, Prentice-Hall, Inc.
Bridge, C.A., & Winograd, P.I.(1982). Reader’s awareness of cohesive relationship During Cloze comprehension. Journal of reading Behavior, 14, 299-312.
Carrell, P.L.(1982). Cohesion is not coherence. TESOL Quarterly, 16(4), 479-488.
Evans, R.,& Balance, C.(1980). A Comparison of sentence connective recall by two populations of readers. Journal of Educational Research, 73, 324-329.
Geva, E. (1986)a, June). Knowledge of conjunctions and its role in comprehension. Final Report submitted to the Social Sciences and Humanities Research Council Canada (Contract No. 410-83-1230). Toronto: Ontario Institute for Studies in Education.
Geva, F., (1987). Conjunctions; Their role in facilitating reading expository texts by Adult second language learners. Final report submitted to the Social Sciences and Humanities Research Council Canada (Contract No. 410-84-0108). Toronto: Ontario Institute for Studies in Education.
Geva, E., & Ryan, E. B.(1985). Use of conjunctions in expository texts by skilled and less skilled readers. Journal of Reading Behavior, 17, 331-346.
McClure, E., & Geva, E.(1983). The development of the cohensive use of adversative Conjunctions in discourse. Discourse Processes, 6, 411-432.
Zinar, S. (1990). Fifth-graders’ recall of prepositional content and causal relationships From espository prose. Journal of Reading Behavior, 22, 181-199.
Verstraete, Jean-Christophe. (2000). Functional of Langrage 7.1: 117-131(2000). Benjamins B.A., Amsterdam.
Livingstone, Carol. (1983). Role Play in Language Learning. England: Longman Group Limited.
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
88951020
92
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0088951020
資料類型 thesis
dc.contributor.advisor 林啟一zh_TW
dc.contributor.author (Authors) 羅國昌zh_TW
dc.creator (作者) 羅國昌zh_TW
dc.date (日期) 2003en_US
dc.date.accessioned 18-Sep-2009 16:41:51 (UTC+8)-
dc.date.available 18-Sep-2009 16:41:51 (UTC+8)-
dc.date.issued (上傳時間) 18-Sep-2009 16:41:51 (UTC+8)-
dc.identifier (Other Identifiers) G0088951020en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/35985-
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) 88951020zh_TW
dc.description (描述) 92zh_TW
dc.description.abstract (摘要) 論文提要內容 : 連接詞對於高中生膫解句子與句子間或句子內的字意及文法的邏輯關係上,扮演非常重要的角色。如果能夠指導學生熟悉連接詞的功能及用法,對於學生英文寫作能力必然會有很大幫助。目前一般學生最大的挑戰,便是能如何得體地使用這四種遞加性(additive),逆轉性(adversative),因果性(causal),時間性(temporal)的連接詞。當大部分學生把連接詞用到寫作上時,便顯示出他們對連接詞的認識不足,然而目前市面上,並沒有完整的高中生英文作文指導書籍, 即使有的話,寫作技巧的介紹也被分散在各冊的教科書中,造成了目前學生學習英文寫作最大的不便。
      作者想用篇章語法,以連接詞角度,分析高中生作文,分析時
      應用Halliday與 Hasan所分類的四種連接詞及 Stalter所建議的 “and”, “but”,“therefore”,and “then” 這幾種連接詞。希望在將來的英文寫作中,學生能使用連接詞做為槓桿,來改善作文的結構。
zh_TW
dc.description.abstract (摘要) Abstract
      Conjunctions play a very important role in helping senior high students gain a semantically intersentential comprehension of logical cohesion between sentences. If they are properly manipulated in guiding students to be familiar with their functions and usages, better quality of compositions could be achieved in the end. The practical use of the four types of conjunctions, i.e., additive, adversative, causal, and temporal poses a real challenge to students on the average. When applying conjunctions to their writing, most students turn out to be timid and unsophisticated, which indicates their inadequate knowledge of conjunctions. Furthermore, there being no complete writing guide books available for senior high students, if there is, the materials of the writing skills are separated into each volume of the English textbooks. Those are the current problems students have encountered.
      This writer would like to apply the discourse analysis to analyze senior high students’ compositions in terms of conjunction, doing a descriptive task to find out what kind of errors are troubling them and reasons in order to help them out of their snags.
      Using the four types of conjunctions by Halliday and Hasan toghter with the conjunctions of “and”, “but”, “therefore”, and “then” suggested by Stalter the teacher could give students a whole picture of what roles conjunctions are playing in their writing, thus proving that comprehension of conjunctions could enhance
     
      intersentential cohesion . Students could use conjunctions as a leverage to better compose their English writing. Finally an optimum way to better compose compositions will be suggested.
en_US
dc.description.tableofcontents TABLE OF CONTENTS
      Page
     ACKNOWLEDGEMENTS iv
     TABLE OF CONTENTS v
     LIST OF TABLES viii
     CHINESE ABSTRACT ix
     ENGLISH ABSTRACT x
     CHAPTER
     1. INTRODUCTION 1
      1.1 Background and Motivation 1
      1.2 Purpose of the Study 3
      1.3 Significance of the Study 4
      1.4 Research Questions 4
     
     2. LITERATURE REVIEW 6
      2.1 Definition of Cohesion 6
      2.2 The Logical Relationships of Conjunctions 12
      2.3 Four Types of Conjunction Classified by Halliday and Hasan 14
      2.4 Comparison between Halliday and Verstraete 15
      2.5 Easy Access to Teaching Compositions 20
      2.6 Conjunctions Related to Paragraph development 20
      2.7 Clue Words Signaling the Presence of a Specific Pattern 24
     v
      Page
     3. METHODS AND DATA ANALYSIS 28
      3.1 Subjects 28
      3.2 Instruments 28
      3.3 Data Collection 29
      3.4 Data Analysis 29
     4. PROTOCOL ANALYSIS AND FINDINGS 30
      4.1 Protocol Analysis 30
      A Protocol Analysis of Additives 30
      A Protocol Analysis of Adversatives 38
      A Protocol Analysis of Causals 44
      A Protocol Analysis of Temporals 50
     
      4.2 Findings 80
      The Analysis of the Four Types of Conjunctions 80
     
     5. CONCLUSIONS, PEDAGOGICAL IMPLICATIONS AND PRACTICAL
      SUGGESTIONS 97
      5.1 Pedagogical Implications for Taiwan High School English Teachers 97
      5.1.1 Implications Drawn from Thirty-Four High-Frequency Errors in
     Table 4.3 97
     
      Page
      5.1.2 Pedagogical Implications drawn from 31 conjunctions with Zero
     Percentage 107
      5.2 Suggestions 112
      5.2.1 The Use of Role Play to Learn the Four Types of Conjunctions 112
      5.2.2 Limitations and Suggestions for Further Research 117
     REFERENCES 120
     Conjunction Statistical Chart 122
     NOTES 142
     APPENDIX Students’ paragraph writings and compositions 143
zh_TW
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0088951020en_US
dc.subject (關鍵詞) conjunctionen_US
dc.title (題名) An Analysis of Senior High School Students’ English Compositions in Terms of Conjunctionzh_TW
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Bibliographyzh_TW
dc.relation.reference (參考文獻) Chang, Vincent W. (1997). Freshman English Composition: An Error Analysis from the Discourse Perspective. Taiwan: The Crane Publishing Co.,, LTD.zh_TW
dc.relation.reference (參考文獻) Halliday, M.A.K. and Hasan, R.(1976). Cohesion in English. London: Longman Group Limited.zh_TW
dc.relation.reference (參考文獻) Givon, T.(1987). “Beyond Foreground and Background.” In Tomlin (ed., 1987)zh_TW
dc.relation.reference (參考文獻) Grimes, Joseph E.(1975). The Thread of Discourse. The Hague:Mouton.zh_TW
dc.relation.reference (參考文獻) Ramsay, V.(1987). “The functional Distribution of Preposed ’if’ and ‘when’ Clauses in Written Discourse.” In Russells Tomlin(ed.), Coherence and Grounding in Discourse.Amsterdam:John Benjamins Publishing Co. 384-409zh_TW
dc.relation.reference (參考文獻) Geva, Esther.(1992).”The Role of Conjunctions in L2 text Comprehension.” TESOL Quarterly. 26: 731-747zh_TW
dc.relation.reference (參考文獻) Stalter, William.(1978). “A Sense of structure.” College Composition and Communication. 29(4): 341-345zh_TW
dc.relation.reference (參考文獻) Michael McCarthy (1991). Discourse Analysis for Language Teachers. Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Martin L. Arnaudet, Mary Ellen Barrett.(1990) Paragraph Development. Prentice Hall Regents, Prentice-Hall, Inc.zh_TW
dc.relation.reference (參考文獻) Bridge, C.A., & Winograd, P.I.(1982). Reader’s awareness of cohesive relationship During Cloze comprehension. Journal of reading Behavior, 14, 299-312.zh_TW
dc.relation.reference (參考文獻) Carrell, P.L.(1982). Cohesion is not coherence. TESOL Quarterly, 16(4), 479-488.zh_TW
dc.relation.reference (參考文獻) Evans, R.,& Balance, C.(1980). A Comparison of sentence connective recall by two populations of readers. Journal of Educational Research, 73, 324-329.zh_TW
dc.relation.reference (參考文獻) Geva, E. (1986)a, June). Knowledge of conjunctions and its role in comprehension. Final Report submitted to the Social Sciences and Humanities Research Council Canada (Contract No. 410-83-1230). Toronto: Ontario Institute for Studies in Education.zh_TW
dc.relation.reference (參考文獻) Geva, F., (1987). Conjunctions; Their role in facilitating reading expository texts by Adult second language learners. Final report submitted to the Social Sciences and Humanities Research Council Canada (Contract No. 410-84-0108). Toronto: Ontario Institute for Studies in Education.zh_TW
dc.relation.reference (參考文獻) Geva, E., & Ryan, E. B.(1985). Use of conjunctions in expository texts by skilled and less skilled readers. Journal of Reading Behavior, 17, 331-346.zh_TW
dc.relation.reference (參考文獻) McClure, E., & Geva, E.(1983). The development of the cohensive use of adversative Conjunctions in discourse. Discourse Processes, 6, 411-432.zh_TW
dc.relation.reference (參考文獻) Zinar, S. (1990). Fifth-graders’ recall of prepositional content and causal relationships From espository prose. Journal of Reading Behavior, 22, 181-199.zh_TW
dc.relation.reference (參考文獻) Verstraete, Jean-Christophe. (2000). Functional of Langrage 7.1: 117-131(2000). Benjamins B.A., Amsterdam.zh_TW
dc.relation.reference (參考文獻) Livingstone, Carol. (1983). Role Play in Language Learning. England: Longman Group Limited.zh_TW