| dc.contributor.advisor | 林啟一 | zh_TW |
| dc.contributor.author (作者) | 羅國昌 | zh_TW |
| dc.creator (作者) | 羅國昌 | zh_TW |
| dc.date (日期) | 2003 | en_US |
| dc.date.accessioned | 18-九月-2009 16:41:51 (UTC+8) | - |
| dc.date.available | 18-九月-2009 16:41:51 (UTC+8) | - |
| dc.date.issued (上傳時間) | 18-九月-2009 16:41:51 (UTC+8) | - |
| dc.identifier (其他 識別碼) | G0088951020 | en_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) | 88951020 | zh_TW |
| dc.description (描述) | 92 | zh_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/#G0088951020 | en_US |
| dc.subject (關鍵詞) | conjunction | en_US |
| dc.title (題名) | An Analysis of Senior High School Students’ English Compositions in Terms of Conjunction | zh_TW |
| dc.type (資料類型) | thesis | en |
| dc.relation.reference (參考文獻) | Bibliography | zh_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. 384-409 | zh_TW |
| dc.relation.reference (參考文獻) | Geva, Esther.(1992).”The Role of Conjunctions in L2 text Comprehension.” TESOL Quarterly. 26: 731-747 | zh_TW |
| dc.relation.reference (參考文獻) | Stalter, William.(1978). “A Sense of structure.” College Composition and Communication. 29(4): 341-345 | zh_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 |
