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| Title | 台灣高中生記敘文主題類型之研究 A study on theme types in Taiwanese senior high school students` narratives |
| Creator | 蔡慈娟 Tsai, Tsi Chuen |
| Contributor | 尤雪瑛 Yu, Hsueh Ying 蔡慈娟 Tsai, Tsi Chuen |
| Key Words | 主題評論結構 訊息系統 主題類型 字序 文章連貫性 篇章研究 theme-rheme structure information system theme types word order writing coherence discourse study |
| Date | 2011 |
| Date Issued | 30-Oct-2012 10:33:10 (UTC+8) |
| Summary | 句子的主題具備了串連訊息、引導文句發展的重要功能，然而資料顯示許多外語學習者常因為使用不適當的主題而影響語句的連貫性以及文章的流暢度。本研究透過觀察台灣高中生記敘文的主題類型，分析其在高、中、低分群學生文章中的使用情形來了解主題的選用對文章連貫性以及整體作文品質的影響。 本研究分成初步試驗以及正式研究兩階段，在初步試驗階段我們建立了分析的架構。在正式研究階段，我們採集111位高三學生於課堂上完成的記敘文並交由兩位經過訓練的閱卷老師進行評分，最後結果產生高、中、低分三組學生作文，接著再從每一組的文章中各抽樣10份進行主題類型之分析研究。 分析結果顯示，三組學生作文的主題類型及出現頻率大致雷同，整體而言，學生最喜好使用非標記的名詞主題，卻最少使用標記的分詞+名詞主題。然而進一步分析三組的主題發展情形，卻發現有顯著的組別差異，以高分群為例，其主題多具備銜接上文或有利推進文意的背景資料文字，相較之下，中等或低分群的作文比較容易出現和上下文不相關或中斷文意發展的新主題。 根據本研究的發現，我們建議在英語作文課中介紹句子主題的概念，幫助學生熟悉其類型和功能，期使學生能在記敘文文章中正確使用主題來達到語句連貫，文意流暢的溝通目標。 Theme plays a significant role in guiding the information flow in text. Nonetheless, there is evidence indicating that many EFL learners often fail to make good choices of theme to secure sentential relationship or writing coherence. Through the observation on the occurrences and distribution of theme types in three levels of student compositions: the high, the middle and the low-rated narratives, the present study aims to investigate the establishment of theme in Taiwanese senior high school students’ narratives in order to gain understanding of theme’s effect on writing coherence and writing quality. The entire study consists of a pilot study and a formal one. The pilot study helps establish the criteria for the main study. In the main study, 111 student compositions were gathered and two raters were recruited and trained for the rating. Based on the rating system, the student compositions are divided into 3 levels. 10 samples from each level were randomly selected for thematic analysis. The result shows that the occurrences and distribution of theme types in the three levels of writing are alike. In general, unmarked NP theme is the most favored by all the students and marked theme Non-fi C + NP is the least desirable. Nonetheless, in terms of the establishment of theme, there are major differences between groups. In particular, the high-rated essays tend to establish a theme that is connected to the theme or the rheme in the preceding discourse or provides background information for the development of the event. In contrast, the mid-or low-rated essays are more likely to establish a theme that is unrelated or disruptive to the progression of the current discourse. Based on the findings of the present study, it is suggested that the notion of theme including its features and functions be incorporated into the teaching of English compositions to help Taiwanese senior high school students identify the characteristics of coherent writing and facilitate coherence in their English narratives. |
| 參考文獻 | Allison, D., Varghese, S., & Wu, S. M. (1999). Local coherence and its limits: A second look at the second sentences. Journal of Second Language Writing, 8, 77-97. Bae, J. (2001). Cohesion and coherence in children’s written English: Immersion and English-only classes. Issues in Applied Linguistics, 12(1), 51-88. Bamberg, B. (1984). Assessing coherence: A reanalysis of essays written for the National Assessment of Education Progress. Research in the Teaching of English, 18, 305-319. Bardovi-Harlig, K. (1990). Pragmatic word order in English composition. In U. Connor & A. M. Johns (Eds.), Coherence in writing: Research and pedagogical perspective (pp. 45-65). Alexandria VA: TESOL. Berry, M. (1995). Thematic options and success in writing. In M. Ghadessy (Ed.), Thematic development in English texts (pp. 55-84). New York: Pinter Publishers. Bloor, T., & Bloor, M. (1995). The functional analysis of English: A Hallidayan approach. London: Arnold. Brown, G., & Yule, G. (1983). Discourse analysis. Cambridge: Cambridge University Press. Casanave, C. P. (2005). Uses of narrative in L2 writing research. In P. K. Matsuda & T. J. Silva (Eds), Second language writing research: Perspectives on the process of knowledge construction (pp. 17-32). Mahwah, NJ: Lawrence Erlbaum Associates. Chang, Vincent W. (1995). Freshman English composition: An error analysis from the discourse perspective. The National Science Council of the Republic of China. Chao, Kwei-hsiang. (2002). Thematic progression in the argumentative essays of EFL senior high school students. Unpublished master’s thesis. National Chengchi University, Taipei. Contreras, H. (1976). A theory of word order with special reference to Spanish. Amsterdam: North-Holland. Daneš, F. (1974). Functional sentence perspective and the organization of the text. In F. Danes (Ed.), Papers on functional sentence perspective (pp. 106-128). Prague: Publishing House of the Czechoslovak Academy of Sciences. Downing, A. (1991). An alternative approach to theme: A systemic-functional perspective. Journal of the Linguistic Circle of New York, 42(2), 119-143. Downing, A., & Locke, P. (2002). A university course in English grammar. London: Routledge. Firbas, J. (1964) On defining the theme in functional sentence analysis. Traveaux Linguistiques de Prague, 1, 267-280. Foz, M. C. (2000). A contribution to a descriptive functional-semantic framework for Theme analysis. Word, 53(2), 173-183. Francis, G. (1989). Thematic selection and distribution in written discourse. Word, 40(1-2), 201-221. Fries, P. H. (1981). On the status of theme in English: Arguments from discourse. Forum Linguisticum, 6(1), 1-38. Fries, P. H. (1983). Patterns of information in initial position in English. In P. H. Fries & M. Gregory (Eds.) Discourse in society: Functional perspectives (pp.47-65). Norwood, NJ: Ablex Publishers. Fries, P. R. (1995). Themes, methods of development, and texts. In R. Hasan & P. H. Fries (Eds.), On subject and theme (pp. 317-359). Philadelphia, PA: John Benjamins Publishing Company. Givon, T. (1983). Topic continuity in discourse: An introduction. In T. Givon (Ed.), Typological studies in language 3: Topic continuity in discourse (pp. 1-41). Amsterdam: John Benjamins Publishing Company. Givon, T. (1993). English grammar: A function-based introduction 2. Amsterdam: John Benjamins Publishing Company. Gómez-González, M. Á. (2001). The theme-topic interface: Evidence from English. Amsterdam: John Benjamins Publishing Company. Halliday, M. A. K. (1967) Notes on transitivity and theme in English, Part 2. Journal of Linguistics, 3, 199-244. Halliday, M. A. K. (1970). Functional diversity in language as seen from a consideration of mood and modality in English. Foundations of Language, 6, 322-361. Halliday, M. A. K. (1978). Language as social semiotic: The social interpretation of language and meaning. London: Edward Arnold. Halliday, M. A. K. (1994). An introduction to functional grammar. NY: Oxford University Press. Hasan, R., & Fries, P. H. (1995) Reflection on subject and Theme. In R. Hasan & P. H. Fries (Eds.), On subject and theme (pp. xxvi-xxvii). Philadelphia, PA: John Benjamins Publishing Company. Hawes, T., & Thomas, S. (1997). Problems in thematisation in student writing. RELC Journal, 28, 35-55. Hu, Z., Brown, D., & Brown, L. B. (1982). Some linguistic differences in the written English of Chinese and Australian students. Language Learning and Communication, 1, 39-49. Johns, A. M. (1986). Coherence and academic writing: Some definitions and suggestions for teaching. TESOL Quarterly, 20(2), 247-265. Kuno, S. (1972). Functional sentence perspectives. Linguistic Inquiry, 3, 269-320. Kurzon, D. (1988). The Theme in text cohesion. In Y. Tobin (Ed.), The Prague School and its Legacy (pp.155-162). Amsterdam: John Benjamins Publishing Company. Lautamatti, L. (1987). Observations on the development of the topic in simplified discourse. In R.B. Kaplan, & U. Connor (Eds.), Writing across languages: Analysis of L2 text (pp.87-114). MA: Addison-Wesley Publishing. Lee, I. (2002). Teaching coherence to ESL students: a classroom inquiry. Journal of Second Language Writing, 11(2), 135-159. Lock, G. (1996). Functional English grammar: An introduction for second language teachers. New York: Cambridge University Press. Lowe, I. (1987). Sentence initial elements in English and their discourse function. Occasional Papers in Systemic Linguistics, 2, 5-34. Martin, J. R., & Joan, R. (1986). What a functional approach to the writing task can show teachers about ‘good writing.’ In B. Couture (Ed.), Functional approaches to writing: Research perspectives (pp. 241-265). Norwood, NJ: Ablex. Martin, J. R. (1992). English text: System and structure. Amsterdam: John Benjamins Publishing Company. Martin, J. R., & Rose, D. (2003). Working with discourse: Meaning beyond the clause. London: Continuum. Mathesius, V. (1939). O Tak Zvaném Aktuálním cleneni Vetném. Slovo a Slovesnost, 5, 171-174. Mathesius, V. (1975). A functional analysis of present day English on a general linguistic basis. The Hague: Mouton. Matthiessen, C. M. I. M. (1995). Theme as an enabling resource. In M. Ghadessy (Ed.), Thematic development in English texts (pp. 20-54). New York: Pinter Publishers. Mauranen, A. (1996). Discourse competence: Evidence from thematic development in native and non-native texts. In E. Ventola, & A. Mauranen (Eds.), Academic writing: Intercultural and textual issues (pp. 195-230). Amsterdam: John Benjamins Publishing Company. McCarthy, M. J. (1991). Discourse analysis for language teachers. New York: Cambridge University Press. Quirk, R., Greenbaum, S., Leach, G., & Svartvik, J. (1972). A grammar of contemporary English. New York: Seminar Press. Rashidi, L. S. (1992). Towards an understanding of the notion of Theme: An example from Dari. In D. Martin, & L. Ravelli (Eds), Advances in systemic linguistics: Recent theory and practice (pp. 189-204). New York: Pinter Publishers. Ravelli, L. J. (1995). A dynamic perspective: Implications for metafunctional interaction and an understanding of Theme. In R. Hasan, & P. H. Fries (Eds.), On subject and theme (pp. xxvi-xxvii). Philadelphia, PA: John Benjamins Publishing Company. Reid, J. (1996). U.S. academic readers, ESL writers, and second sentences. Journal of Second Language Writing, 5(2), 129-161. Ripich, D. N., & Griffith, P. L. (1990). Narrative abilities of children with learning disabilities and nondisabled children: Story structure, cohesion, and propositions. Journal of Learning Disabilities, 21, 165-173. Scarcella, R. (1984). How writers orient their readers in expository essays: A comparative study of native and non-native English writers. TESOL Quarterly, 18, 671-688. Thomas, S. & Hawes, T. P. (1994). Thematic options in reports of previous research. Australian Review of Applied Linguistics, 17, 45-72. Thompson, S.A. (1987). Subordination and narrative event structure. In R. Tomlin (Ed.), Coherence and grounding in discourse (pp. 435–454). Amsterdam: John Benjamins Publishing Company. Thompson, G. (1996). Introducing functional grammar. New York: Oxford University Press. Thornbury, S. (2005). Beyond the sentence: Introducing discourse analysis. Oxford: Macmillan Education. Yu, Chun-chi (2006). 學測與指考英文作文評分樣例. 選才電子報, 142. Retrieved Aug 12, 2010, from http://www.ceec.edu.tw/CeecMag/Articles/142/142-2.htm Yu, Hsueh-ying (2001). The placement of English adverbial clauses in narrative texts of native speakers and Chinese college students. English Teaching and Learning, 26(2), 89-106. Vande Kopple, W. J. (1986). Given and new information and some aspects of the structures, semantics, and pragmatics of written texts. In C.R. Cooper, & S. Greenbaum (Eds.), Studying writing: Linguistic perspectives. Beverly Hills, CA: Sage. Vasconcellos, M. (1992). The theme as message onset: Its structure and characteristics. Linguistics, 30 (1), 147–163. Ventola, E. & Mauranen, A. (1991). Non-native writing and native revising of scientific articles. In E. Ventola (Ed.), Functional and systemic linguistics: Approaches and uses (pp. 457-492). Berlin: Mouton de Gruyter. Weigle, S. C. (2002). Assessing writing. New York : Cambridge University Press. Wikborg, E. (1990). Types of coherence breaks in Swedish writing: Misleading paragraph division. In U. Connor, & A. M. Johns (Eds.), Coherence in writing: Research and pedagogical perspectives (pp. 131-149). Alexandria, VA: TESOL. |
| Description | 碩士 國立政治大學 英語教學碩士在職專班 96951009 100 |
| 資料來源 | http://thesis.lib.nccu.edu.tw/record/#G0096951009 |
| Type | thesis |
| dc.contributor.advisor | 尤雪瑛 | zh_TW |
| dc.contributor.advisor | Yu, Hsueh Ying | en_US |
| dc.contributor.author (Authors) | 蔡慈娟 | zh_TW |
| dc.contributor.author (Authors) | Tsai, Tsi Chuen | en_US |
| dc.creator (作者) | 蔡慈娟 | zh_TW |
| dc.creator (作者) | Tsai, Tsi Chuen | en_US |
| dc.date (日期) | 2011 | en_US |
| dc.date.accessioned | 30-Oct-2012 10:33:10 (UTC+8) | - |
| dc.date.available | 30-Oct-2012 10:33:10 (UTC+8) | - |
| dc.date.issued (上傳時間) | 30-Oct-2012 10:33:10 (UTC+8) | - |
| dc.identifier (Other Identifiers) | G0096951009 | en_US |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/54279 | - |
| dc.description (描述) | 碩士 | zh_TW |
| dc.description (描述) | 國立政治大學 | zh_TW |
| dc.description (描述) | 英語教學碩士在職專班 | zh_TW |
| dc.description (描述) | 96951009 | zh_TW |
| dc.description (描述) | 100 | zh_TW |
| dc.description.abstract (摘要) | 句子的主題具備了串連訊息、引導文句發展的重要功能，然而資料顯示許多外語學習者常因為使用不適當的主題而影響語句的連貫性以及文章的流暢度。本研究透過觀察台灣高中生記敘文的主題類型，分析其在高、中、低分群學生文章中的使用情形來了解主題的選用對文章連貫性以及整體作文品質的影響。 本研究分成初步試驗以及正式研究兩階段，在初步試驗階段我們建立了分析的架構。在正式研究階段，我們採集111位高三學生於課堂上完成的記敘文並交由兩位經過訓練的閱卷老師進行評分，最後結果產生高、中、低分三組學生作文，接著再從每一組的文章中各抽樣10份進行主題類型之分析研究。 分析結果顯示，三組學生作文的主題類型及出現頻率大致雷同，整體而言，學生最喜好使用非標記的名詞主題，卻最少使用標記的分詞+名詞主題。然而進一步分析三組的主題發展情形，卻發現有顯著的組別差異，以高分群為例，其主題多具備銜接上文或有利推進文意的背景資料文字，相較之下，中等或低分群的作文比較容易出現和上下文不相關或中斷文意發展的新主題。 根據本研究的發現，我們建議在英語作文課中介紹句子主題的概念，幫助學生熟悉其類型和功能，期使學生能在記敘文文章中正確使用主題來達到語句連貫，文意流暢的溝通目標。 | zh_TW |
| dc.description.abstract (摘要) | Theme plays a significant role in guiding the information flow in text. Nonetheless, there is evidence indicating that many EFL learners often fail to make good choices of theme to secure sentential relationship or writing coherence. Through the observation on the occurrences and distribution of theme types in three levels of student compositions: the high, the middle and the low-rated narratives, the present study aims to investigate the establishment of theme in Taiwanese senior high school students’ narratives in order to gain understanding of theme’s effect on writing coherence and writing quality. The entire study consists of a pilot study and a formal one. The pilot study helps establish the criteria for the main study. In the main study, 111 student compositions were gathered and two raters were recruited and trained for the rating. Based on the rating system, the student compositions are divided into 3 levels. 10 samples from each level were randomly selected for thematic analysis. The result shows that the occurrences and distribution of theme types in the three levels of writing are alike. In general, unmarked NP theme is the most favored by all the students and marked theme Non-fi C + NP is the least desirable. Nonetheless, in terms of the establishment of theme, there are major differences between groups. In particular, the high-rated essays tend to establish a theme that is connected to the theme or the rheme in the preceding discourse or provides background information for the development of the event. In contrast, the mid-or low-rated essays are more likely to establish a theme that is unrelated or disruptive to the progression of the current discourse. Based on the findings of the present study, it is suggested that the notion of theme including its features and functions be incorporated into the teaching of English compositions to help Taiwanese senior high school students identify the characteristics of coherent writing and facilitate coherence in their English narratives. | en_US |
| dc.description.tableofcontents | Acknowledgements iii Chinese Abstract ix English Abstract xi Chapter One: Introduction 1 Background and Motivation 1 Purpose of the Study 4 Research Questions 5 Significance of the Study 5 Chapter Two: Literature Review 7 Theme and Rheme 7 The Combining Approach 8 The Separating Approach 10 The Realization of Theme 11 The Function of Theme 15 Theme Types 20 Unmarked Theme 21 Marked Theme 22 Marked themes of special construction 23 Wh-cleft 23 Anticipatory it 23 Existential there 24 Thematized complements and objects 24 Thematized adjuncts 25 Theme Types in Narrative 25 Theme Types in Taiwanese Students’ Writing 26 Chapter Three: Methodology 31 Pilot Study 31 The Writing Task 32 Analytical Framework 33 The Identification of Theme Types 33 The Establishment of Theme 37 Formal Study 39 Participants 40 Administering the Writing Task 40 Training for Inter-Rater Reliability 40 Scoring Student Compositions 42 Chapter Four: Results and Discussion 43 Theme Types in the Students’ Narratives 43 Frequencies of Theme Types 43 The Establishment of Theme in the Students’ Narratives 46 Categories of NP Theme 46 Development of NP Theme in the Data 47 Categories of PP + NP Theme 52 Development of PP + NP Theme in the Data 53 Categories of Adv + NP Theme 56 Development of Adv + NP Theme in the Data 57 Categories of Conj + NP Theme 60 Development of Conj + NP Theme in the Data 61 Categories of Adv C + NP Theme 64 Development of Adv C + NP Theme in the Data 65 Categories of Non-fi C + NP Theme 67 Development of Non-fi C + NP Theme in the Data 68 Summary 70 Chapter Five: Pedagogical Implications 73 Identification of Theme-Rheme Structure 73 Theme Use on the Discourse Level 75 Theme in Narrative 79 Suggestions for the Establishment of Unmarked Theme 80 Suggestions for the Establishment of Marked Theme 81 Chapter Six: Conclusion 83 Summary of the Major Findings 83 Comparisons with the Previous Studies 86 Significance of the Present Study 87 Limitations of the Present Study 89 Suggestions for Future Research 89 References 91 Appendices 97 Appendix A: The Writing Task 97 Appendix B: The Rubric for Rating 98 | zh_TW |
| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0096951009 | en_US |
| dc.subject (關鍵詞) | 主題評論結構 | zh_TW |
| dc.subject (關鍵詞) | 訊息系統 | zh_TW |
| dc.subject (關鍵詞) | 主題類型 | zh_TW |
| dc.subject (關鍵詞) | 字序 | zh_TW |
| dc.subject (關鍵詞) | 文章連貫性 | zh_TW |
| dc.subject (關鍵詞) | 篇章研究 | zh_TW |
| dc.subject (關鍵詞) | theme-rheme structure | en_US |
| dc.subject (關鍵詞) | information system | en_US |
| dc.subject (關鍵詞) | theme types | en_US |
| dc.subject (關鍵詞) | word order | en_US |
| dc.subject (關鍵詞) | writing coherence | en_US |
| dc.subject (關鍵詞) | discourse study | en_US |
| dc.title (題名) | 台灣高中生記敘文主題類型之研究 | zh_TW |
| dc.title (題名) | A study on theme types in Taiwanese senior high school students` narratives | en_US |
| dc.type (資料類型) | thesis | en |
| dc.relation.reference (參考文獻) | Allison, D., Varghese, S., & Wu, S. M. (1999). Local coherence and its limits: A second look at the second sentences. Journal of Second Language Writing, 8, 77-97. Bae, J. (2001). Cohesion and coherence in children’s written English: Immersion and English-only classes. Issues in Applied Linguistics, 12(1), 51-88. Bamberg, B. (1984). Assessing coherence: A reanalysis of essays written for the National Assessment of Education Progress. Research in the Teaching of English, 18, 305-319. Bardovi-Harlig, K. (1990). Pragmatic word order in English composition. In U. Connor & A. M. Johns (Eds.), Coherence in writing: Research and pedagogical perspective (pp. 45-65). Alexandria VA: TESOL. Berry, M. (1995). Thematic options and success in writing. In M. Ghadessy (Ed.), Thematic development in English texts (pp. 55-84). New York: Pinter Publishers. Bloor, T., & Bloor, M. (1995). The functional analysis of English: A Hallidayan approach. London: Arnold. Brown, G., & Yule, G. (1983). Discourse analysis. Cambridge: Cambridge University Press. Casanave, C. P. (2005). Uses of narrative in L2 writing research. In P. K. Matsuda & T. J. Silva (Eds), Second language writing research: Perspectives on the process of knowledge construction (pp. 17-32). Mahwah, NJ: Lawrence Erlbaum Associates. Chang, Vincent W. (1995). Freshman English composition: An error analysis from the discourse perspective. The National Science Council of the Republic of China. Chao, Kwei-hsiang. (2002). Thematic progression in the argumentative essays of EFL senior high school students. Unpublished master’s thesis. National Chengchi University, Taipei. Contreras, H. (1976). A theory of word order with special reference to Spanish. Amsterdam: North-Holland. Daneš, F. (1974). Functional sentence perspective and the organization of the text. In F. Danes (Ed.), Papers on functional sentence perspective (pp. 106-128). Prague: Publishing House of the Czechoslovak Academy of Sciences. Downing, A. (1991). An alternative approach to theme: A systemic-functional perspective. Journal of the Linguistic Circle of New York, 42(2), 119-143. Downing, A., & Locke, P. (2002). A university course in English grammar. London: Routledge. Firbas, J. (1964) On defining the theme in functional sentence analysis. Traveaux Linguistiques de Prague, 1, 267-280. Foz, M. C. (2000). A contribution to a descriptive functional-semantic framework for Theme analysis. Word, 53(2), 173-183. Francis, G. (1989). Thematic selection and distribution in written discourse. Word, 40(1-2), 201-221. Fries, P. H. (1981). On the status of theme in English: Arguments from discourse. Forum Linguisticum, 6(1), 1-38. Fries, P. H. (1983). Patterns of information in initial position in English. In P. H. Fries & M. Gregory (Eds.) Discourse in society: Functional perspectives (pp.47-65). Norwood, NJ: Ablex Publishers. Fries, P. R. (1995). 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