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題名 台灣高中生英文寫作中副詞子句之使用
The use of English adverbial clauses in Taiwanese senior high school students’ writing
作者 余佳玟
Yu, Jia Wen
貢獻者 尤雪瑛
Yu, Hsueh Ying
余佳玟
Yu, Jia Wen
關鍵詞 副詞子句
附屬連接詞
副詞子句使用頻率
副詞子句錯誤分析
教科書
adverbial clauses
subordinate conjunctions
frequency
error analysis
textbook evaluation
日期 2010
上傳時間 27-Jun-2013 13:46:57 (UTC+8)
摘要 本研究旨在探討台灣高中生副詞子句的使用，並且探究台灣高中生在副詞子句使用上所產生的錯誤。此外，為更進一步了解台灣高中生對於副詞子句的認知，本研究亦檢視了目前國內高中生普遍所使用的英語教科書，以了解英語副詞子句的呈現方式以及內容的編排。本研究受試者為兩班高二學生，一共43位。研究工具為學生高二上學期三篇指定英文作文寫作。
研究結果顯示，副詞子句為一高中生作文中常出現之句型結構。受試者能夠使用不同語意種類的副詞子句來補充說明主要子句的訊息。在各式不同種類副詞子句當中，時間副詞子句出現頻率最高。限定副詞子句(finite adverbial clauses)使用的頻率遠多於非限定副詞子句(non-finite adverbial clauses)。限定副詞子句使用當中，時間副詞子句、因果副詞子句、條件副詞子句、目的副詞子句以及讓步副詞子句，依序為最常使用的副詞子句；非限定副詞子句使用當中，目的副詞子句以及時間副詞子句為使用頻率最高的副詞子句。
雖然副詞子句是基本句型，但經錯誤分析的結果顯示，學生對於副詞子句沒有完整的了解，仍有不正確的使用。整體而言，句子不完整( sentence fragment)以及使用錯誤（不恰當）副詞連接詞使用(illogical subordinate conjunction)為最常發生的錯誤。在限定副詞子句使用上，最常犯的錯誤為不完整句子、錯誤或不恰當的副詞連接詞使用、重複連接詞標記(double marking)以及無主語(null subject)。在非限定副詞子句使用上，不連結修飾語(dangling modifier)為最常出現之錯誤。這些錯誤很可能是因為中文以及英文之間的差異以及對副詞子句沒有充分的理解所導致。
而教科書當中對副詞子句的介紹，也可以解釋學生學習使用副詞子句所犯的錯誤及遭遇的問題。從檢視教科書以及教師手冊當中的句型以及寫作兩個單元發現，在句型呈現上，副詞子句的介紹以及呈現主要著重在單句句型結構以及語意相近的句型結構替換。副詞子句的篇章功能以及副詞連接詞的使用則較被忽略。句型練習中，也較少有情境式的真實語言呈現。在寫作單元上，副詞子句也多半侷限於其句型結構上，而忽略了其詳細語用以及篇章功能概念。綜合研究結果，本研究提出較完善的教學建議，以幫助教學工作者以及學習者對副詞子句在教學上及學習上有更進一步的了解。
The purpose of the present study is to investigate how adverbial clauses are used in Taiwanese senior high school students’ written production and what kinds of difficulties students encounter in employing the structure. In addition, to understand how Taiwanese EFL learners construct their knowledge of adverbial clauses, senior high school students’ English textbooks and teachers’ manuals are also examined to find out the presentation of adverbial clauses. Forty-three senior high school students from two different classes in their second year participated in the research. Three assigned compositions in one semester were collected for data analysis.
The result showed that adverbial clauses are commonly utilized to express various types of circumstantial meanings in the learners’ writing. Temporal adverbial clauses are of the most use among different kinds of adverbial clauses. Adverbial clauses are further categorized into two types: finite and non-finite adverbial clauses. The use of finite adverbial clauses is far more frequent than the use of non-finite adverbial clauses. This may attribute to the amount of exposure to the finite adverbial clauses and syntactic complexities of non-finite clauses. In finite clauses, temporal adverbial clauses are the most frequently used, followed by causal, conditional, purpose and concessive adverbial clauses respectively. In non-finite adverbial clauses, adverbial clauses of purpose are the most used, then clauses of time.
To identify Taiwanese senior high school students’ difficulties in using adverbial clauses, an error analysis was conducted. It was found that adverbial clauses are problematic to the learners. Overall, sentence fragment and illogical subordinate conjunction are the two main error types. Most of the errors occur in finite clauses, including sentence fragment, illogical subordinate conjunction, double marking and null subject. In non-finite clauses, error type is exclusively dangling modifier. The reasons for the errors may be due to learners’ incomprehensive understanding toward the use of adverbial clauses and the differences between Chinese and English.
In addition, learners’ textbooks were evaluated to see how adverbial clauses were generally introduced and presented. An examination of grammar (sentence patterns) and writing sections revealed that in grammar section, the emphasis is mainly on the introduction of various linguistic forms of adverbial clauses and syntactic structures that bear similar semantic meanings. Moreover, they are presented mostly in isolation without meaningful and contextual presentations. The functional aspect of adverbial clauses and the contextual presentation of subordinate conjunctions are quite neglected. Likewise, in writing section, the focus is mostly limited to the introduction of various types of adverbial clauses and subordinate conjunctions. Clearer explanations of the conjunctions and the functional role of adverbial clauses in writing are relatively overlooked. Concluding from the previous findings, it is suggested that more explicit and contextual presentations are needed to help learners to develop a more complete understanding of the use of adverbial clauses.
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描述 碩士
國立政治大學
英國語文學研究所
945510241
99
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0945510241
資料類型 thesis
dc.contributor.advisor 尤雪瑛zh_TW
dc.contributor.advisor Yu, Hsueh Yingen_US
dc.contributor.author (Authors) 余佳玟zh_TW
dc.contributor.author (Authors) Yu, Jia Wenen_US
dc.creator (作者) 余佳玟zh_TW
dc.creator (作者) Yu, Jia Wenen_US
dc.date (日期) 2010en_US
dc.date.accessioned 27-Jun-2013 13:46:57 (UTC+8)-
dc.date.available 27-Jun-2013 13:46:57 (UTC+8)-
dc.date.issued (上傳時間) 27-Jun-2013 13:46:57 (UTC+8)-
dc.identifier (Other Identifiers) G0945510241en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/58575-
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) 945510241zh_TW
dc.description (描述) 99zh_TW
dc.description.abstract (摘要) 本研究旨在探討台灣高中生副詞子句的使用，並且探究台灣高中生在副詞子句使用上所產生的錯誤。此外，為更進一步了解台灣高中生對於副詞子句的認知，本研究亦檢視了目前國內高中生普遍所使用的英語教科書，以了解英語副詞子句的呈現方式以及內容的編排。本研究受試者為兩班高二學生，一共43位。研究工具為學生高二上學期三篇指定英文作文寫作。
研究結果顯示，副詞子句為一高中生作文中常出現之句型結構。受試者能夠使用不同語意種類的副詞子句來補充說明主要子句的訊息。在各式不同種類副詞子句當中，時間副詞子句出現頻率最高。限定副詞子句(finite adverbial clauses)使用的頻率遠多於非限定副詞子句(non-finite adverbial clauses)。限定副詞子句使用當中，時間副詞子句、因果副詞子句、條件副詞子句、目的副詞子句以及讓步副詞子句，依序為最常使用的副詞子句；非限定副詞子句使用當中，目的副詞子句以及時間副詞子句為使用頻率最高的副詞子句。
雖然副詞子句是基本句型，但經錯誤分析的結果顯示，學生對於副詞子句沒有完整的了解，仍有不正確的使用。整體而言，句子不完整( sentence fragment)以及使用錯誤（不恰當）副詞連接詞使用(illogical subordinate conjunction)為最常發生的錯誤。在限定副詞子句使用上，最常犯的錯誤為不完整句子、錯誤或不恰當的副詞連接詞使用、重複連接詞標記(double marking)以及無主語(null subject)。在非限定副詞子句使用上，不連結修飾語(dangling modifier)為最常出現之錯誤。這些錯誤很可能是因為中文以及英文之間的差異以及對副詞子句沒有充分的理解所導致。
而教科書當中對副詞子句的介紹，也可以解釋學生學習使用副詞子句所犯的錯誤及遭遇的問題。從檢視教科書以及教師手冊當中的句型以及寫作兩個單元發現，在句型呈現上，副詞子句的介紹以及呈現主要著重在單句句型結構以及語意相近的句型結構替換。副詞子句的篇章功能以及副詞連接詞的使用則較被忽略。句型練習中，也較少有情境式的真實語言呈現。在寫作單元上，副詞子句也多半侷限於其句型結構上，而忽略了其詳細語用以及篇章功能概念。綜合研究結果，本研究提出較完善的教學建議，以幫助教學工作者以及學習者對副詞子句在教學上及學習上有更進一步的了解。		zh_TW
dc.description.abstract (摘要) The purpose of the present study is to investigate how adverbial clauses are used in Taiwanese senior high school students’ written production and what kinds of difficulties students encounter in employing the structure. In addition, to understand how Taiwanese EFL learners construct their knowledge of adverbial clauses, senior high school students’ English textbooks and teachers’ manuals are also examined to find out the presentation of adverbial clauses. Forty-three senior high school students from two different classes in their second year participated in the research. Three assigned compositions in one semester were collected for data analysis.
The result showed that adverbial clauses are commonly utilized to express various types of circumstantial meanings in the learners’ writing. Temporal adverbial clauses are of the most use among different kinds of adverbial clauses. Adverbial clauses are further categorized into two types: finite and non-finite adverbial clauses. The use of finite adverbial clauses is far more frequent than the use of non-finite adverbial clauses. This may attribute to the amount of exposure to the finite adverbial clauses and syntactic complexities of non-finite clauses. In finite clauses, temporal adverbial clauses are the most frequently used, followed by causal, conditional, purpose and concessive adverbial clauses respectively. In non-finite adverbial clauses, adverbial clauses of purpose are the most used, then clauses of time.
To identify Taiwanese senior high school students’ difficulties in using adverbial clauses, an error analysis was conducted. It was found that adverbial clauses are problematic to the learners. Overall, sentence fragment and illogical subordinate conjunction are the two main error types. Most of the errors occur in finite clauses, including sentence fragment, illogical subordinate conjunction, double marking and null subject. In non-finite clauses, error type is exclusively dangling modifier. The reasons for the errors may be due to learners’ incomprehensive understanding toward the use of adverbial clauses and the differences between Chinese and English.
In addition, learners’ textbooks were evaluated to see how adverbial clauses were generally introduced and presented. An examination of grammar (sentence patterns) and writing sections revealed that in grammar section, the emphasis is mainly on the introduction of various linguistic forms of adverbial clauses and syntactic structures that bear similar semantic meanings. Moreover, they are presented mostly in isolation without meaningful and contextual presentations. The functional aspect of adverbial clauses and the contextual presentation of subordinate conjunctions are quite neglected. Likewise, in writing section, the focus is mostly limited to the introduction of various types of adverbial clauses and subordinate conjunctions. Clearer explanations of the conjunctions and the functional role of adverbial clauses in writing are relatively overlooked. Concluding from the previous findings, it is suggested that more explicit and contextual presentations are needed to help learners to develop a more complete understanding of the use of adverbial clauses.		en_US
dc.description.tableofcontents Acknowledgement iii
Chinese Abstract xiv
English Abstract xvi
Chapter
1. Introduction 1
Motivation 1
Purpose of the Study 4
Significance of the Study 5
Organization of the Study 6
2. Literature Review 8
Grammar in Communicative Language Teaching 8
Concept of Communicative Language Teaching 9
The Role of Grammar in Communicative Language
Teaching 10
Adverbial Clauses 11
The Concept of Coordination and Subordination 11
Syntactic Aspect of Adverbial Clauses 13
Semantic Aspect of Adverbial Clauses 16
Pragmatic Aspect of Adverbial Clauses 25
Adverbial Clauses in ESL/EFL Writing 26
Writing Maturity 26
Previous Studies on ESL/EFL Learners’ Use of
Adverbial Clauses 27
Error Analysis 30
Concept of Error Analysis 30
The Role of Error Analysis in Grammar Instruction 31
Sources of Errors 32
Textbook Evaluation and Grammar Instruction 33
The Evaluation Criteria for Textbook Grammar
Presentation 34
3. Methodology 36
Participants 37
Data 37
Data Collection Procedures 39
Data Analysis Procedures 40
The Frequency of the Use of Adverbial Clauses 41
Error Types of Adverbial Clauses 42
Textbook Evaluation 47
4. Results and Discussions 49
Overall Frequency of Adverbial Clauses 49
Finite Adverbial Clauses Use 52
Non-finite Adverbial Clauses Use 59
Error Types of Adverbial Clauses 63
Error Types in Finite Clauses 67
Sentence Fragment 67
Illogical Subordinate Conjunction 70
Double Marking 75
Null Subject 77
Error Types in Non-finite Clauses 78
Summary of the Error Types 79
Adverbial Clauses in EFL Learners`Textbooks 80
Presentation of Adverbial Clauses in Textbooks and
Teachers`Manuals 80
Presentation of Adverbial Clauses in Writing 86
5. Conclusion 90
Summary of the Major Findings 90
Pedagogical Implications 92
Limitations of the Present Study and Suggestion for
Future Studies 97
References 99
Appendixes 111		zh_TW
dc.format.extent 7238297 bytes-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0945510241en_US
dc.subject (關鍵詞) 副詞子句zh_TW
dc.subject (關鍵詞) 附屬連接詞zh_TW
dc.subject (關鍵詞) 副詞子句使用頻率zh_TW
dc.subject (關鍵詞) 副詞子句錯誤分析zh_TW
dc.subject (關鍵詞) 教科書zh_TW
dc.subject (關鍵詞) adverbial clausesen_US
dc.subject (關鍵詞) subordinate conjunctionsen_US
dc.subject (關鍵詞) frequencyen_US
dc.subject (關鍵詞) error analysisen_US
dc.subject (關鍵詞) textbook evaluationen_US
dc.title (題名) 台灣高中生英文寫作中副詞子句之使用zh_TW
dc.title (題名) The use of English adverbial clauses in Taiwanese senior high school students’ writingen_US
dc.type (資料類型) thesisen
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