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題名 台灣大學生英文議論文中人稱代名詞使用之功能分析
A functional analysis of personal pronoun use in argumentation by Taiwanese college students
作者 張銀玲
Chang, Yin Ling
貢獻者 尤雪瑛
Yu, Hsueh Ying
張銀玲
Chang, Yin Ling
關鍵詞 人稱代名詞
人際關係標記
篇章功能
Personal Pronoun
Interpersonal Marker
Discourse Function
日期 2011
上傳時間 4-Sep-2013 14:47:36 (UTC+8)
摘要 為了呼應將人際層面融入寫作教學的趨勢，本論文將透過分析人稱代名詞（一種明顯的人際關係標記)在議論文中的使用功能來探討不同程度的台灣大學生如何使用人稱代名詞建構作者與讀者之間的關係。本研究的第一部份著重在七十六篇文章的文本分析。首先，這些文章按照評分結果將其分成高、中、低三組，然後分析人稱代名詞最常出現的搭配語言形式，並歸納出不同人稱代名詞的篇章功能。第二部份則是分析學生問卷及訪談學生，藉以作進一步的闡述。問卷的目的在找出學生對議論文寫作的看法，而訪談學生則是想找出使用不同人稱代名詞的原因。本研究發現不同程度的三組學生在人稱代名詞的整體使用數量、種類、及頻率分配上都有不同，程度高的一組明顯少於中間程度及較低組。同時，結果也顯示這些學生會搭配不同的語言形式（例如動詞、助動詞、加強標記等）來行使不同的篇章功能，而且不同程度的學生在功能運用上也會有所差異。整體而言，低組同學呈現較多的自我投射，中間組同學比較注重與讀者和其他外人的關係，而高組同學在呈現觀點時較為客觀。在選擇人稱代名詞時，學生會從自己本身、讀者、文章寫作等三方面的相互關係作出考量，決定採取主觀或客觀的觀點、表達權威或謙卑的態度、顯示親近或疏離的關係、使用直接或間接的策略。大致上來說，這些學生使用較多的人性訴求來凝聚跟讀者之間的關係，同時也強化自己論點的力道。這樣的策略充分反映出台灣文化中的人道主義和集體主義。本研究發現學生在議論文寫作中會以功能和人際關係為導向來選擇和使用人稱代名詞。
In response to the call for the incorporation of interpersonal dimension into the writing pedagogy, this study provides a functional analysis of personal pronouns—an explicit interpersonal marker—used in argumentative texts by Taiwanese college students. The purpose is to see how students of different proficiency levels construct the writer-reader relationship through personal pronouns during the composition. The first part of the study centers on the analysis of 76 learner essays. They are first rated and sorted into three groups of different quality—High, Mid, and Low. Later, the linguistic forms associated with personal pronouns are examined, and the discourse functions personal pronouns fulfill in contexts are also identified. The results of the text analysis are further supplemented by the post-writing questionnaires and the oral interviews on students to obtain more in-depth discovery and interpretation. While the questionnaire aims to reveal how the students perceive argumentative writing, the interview intends to find out the reasons for their choices of personal pronouns.
The results have shown that the use of personal pronouns in the three groups differs in quantity, type and distribution. The High group writers use significantly fewer pronouns than the other two. Moreover, the students use personal pronouns with salient accompanying linguistic forms (e.g. verbs, modals, emphatic markers) to perform various discourse functions, and students of different levels also vary in maneuvering the functions. Overall, the Low group writers tend to be more self-involved, and the Mid group writers are more likely to include in-group and out-group members in discourse. The High group writers, however, present their arguments more objectively. In selecting personal pronouns, the students usually take account of the interrelationship among the writer, the reader and the text, on whose basis the alternatives between subjectivity and objectivity, authority and modesty, intimacy and detachment, or directness and indirectness are weighed. In general, the students use more personal appeals to achieve mutual solidarity with the reader and to intensify their convictions as well, which reflects humaneness and collectivism that have been highly valued in Taiwanese culture. The study has found that the students` strategic choices of personal pronouns in argumentative writing are usually functionally and interpersonally-oriented.
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描述 博士
國立政治大學
英國語文學研究所
93551504
100
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0093551504
資料類型 thesis
dc.contributor.advisor 尤雪瑛zh_TW
dc.contributor.advisor Yu, Hsueh Yingen_US
dc.contributor.author (Authors) 張銀玲zh_TW
dc.contributor.author (Authors) Chang, Yin Lingen_US
dc.creator (作者) 張銀玲zh_TW
dc.creator (作者) Chang, Yin Lingen_US
dc.date (日期) 2011en_US
dc.date.accessioned 4-Sep-2013 14:47:36 (UTC+8)-
dc.date.available 4-Sep-2013 14:47:36 (UTC+8)-
dc.date.issued (上傳時間) 4-Sep-2013 14:47:36 (UTC+8)-
dc.identifier (Other Identifiers) G0093551504en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/60009-
dc.description (描述) 博士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) 93551504zh_TW
dc.description (描述) 100zh_TW
dc.description.abstract (摘要) 為了呼應將人際層面融入寫作教學的趨勢，本論文將透過分析人稱代名詞（一種明顯的人際關係標記)在議論文中的使用功能來探討不同程度的台灣大學生如何使用人稱代名詞建構作者與讀者之間的關係。本研究的第一部份著重在七十六篇文章的文本分析。首先，這些文章按照評分結果將其分成高、中、低三組，然後分析人稱代名詞最常出現的搭配語言形式，並歸納出不同人稱代名詞的篇章功能。第二部份則是分析學生問卷及訪談學生，藉以作進一步的闡述。問卷的目的在找出學生對議論文寫作的看法，而訪談學生則是想找出使用不同人稱代名詞的原因。本研究發現不同程度的三組學生在人稱代名詞的整體使用數量、種類、及頻率分配上都有不同，程度高的一組明顯少於中間程度及較低組。同時，結果也顯示這些學生會搭配不同的語言形式（例如動詞、助動詞、加強標記等）來行使不同的篇章功能，而且不同程度的學生在功能運用上也會有所差異。整體而言，低組同學呈現較多的自我投射，中間組同學比較注重與讀者和其他外人的關係，而高組同學在呈現觀點時較為客觀。在選擇人稱代名詞時，學生會從自己本身、讀者、文章寫作等三方面的相互關係作出考量，決定採取主觀或客觀的觀點、表達權威或謙卑的態度、顯示親近或疏離的關係、使用直接或間接的策略。大致上來說，這些學生使用較多的人性訴求來凝聚跟讀者之間的關係，同時也強化自己論點的力道。這樣的策略充分反映出台灣文化中的人道主義和集體主義。本研究發現學生在議論文寫作中會以功能和人際關係為導向來選擇和使用人稱代名詞。zh_TW
dc.description.abstract (摘要) In response to the call for the incorporation of interpersonal dimension into the writing pedagogy, this study provides a functional analysis of personal pronouns—an explicit interpersonal marker—used in argumentative texts by Taiwanese college students. The purpose is to see how students of different proficiency levels construct the writer-reader relationship through personal pronouns during the composition. The first part of the study centers on the analysis of 76 learner essays. They are first rated and sorted into three groups of different quality—High, Mid, and Low. Later, the linguistic forms associated with personal pronouns are examined, and the discourse functions personal pronouns fulfill in contexts are also identified. The results of the text analysis are further supplemented by the post-writing questionnaires and the oral interviews on students to obtain more in-depth discovery and interpretation. While the questionnaire aims to reveal how the students perceive argumentative writing, the interview intends to find out the reasons for their choices of personal pronouns.
The results have shown that the use of personal pronouns in the three groups differs in quantity, type and distribution. The High group writers use significantly fewer pronouns than the other two. Moreover, the students use personal pronouns with salient accompanying linguistic forms (e.g. verbs, modals, emphatic markers) to perform various discourse functions, and students of different levels also vary in maneuvering the functions. Overall, the Low group writers tend to be more self-involved, and the Mid group writers are more likely to include in-group and out-group members in discourse. The High group writers, however, present their arguments more objectively. In selecting personal pronouns, the students usually take account of the interrelationship among the writer, the reader and the text, on whose basis the alternatives between subjectivity and objectivity, authority and modesty, intimacy and detachment, or directness and indirectness are weighed. In general, the students use more personal appeals to achieve mutual solidarity with the reader and to intensify their convictions as well, which reflects humaneness and collectivism that have been highly valued in Taiwanese culture. The study has found that the students` strategic choices of personal pronouns in argumentative writing are usually functionally and interpersonally-oriented.		en_US
dc.description.tableofcontents Acknowledgements iii
Chinese Abstract xv
English Abstract xvi
Chapter
1. Introduction 1
Background 1
Statement of the Problem 3
Statement of the Purpose 7
Research Questions 8
Significance of the Study 9
Organization of the Dissertation 10
Definition of Terms 11
2. Literature Review 14
Writing as a Form of Interaction 14
Writer’s Voice 15
Audience Awareness 16
The Role of Voice and Audience in Writing classroom 17
Personal Pronouns 19
Overview 19
Approaches to Analyzing Personal Pronouns 21
Pragmatic Functions of Personal pronouns 22
First Person Singular Pronoun I 22
First Person Pronoun Plural We 23
Second Person Pronoun You 25
Third Person Pronoun Plural They and Singular S/he 26
The Co-Text of Personal Pronouns 28
Pronominal Shift 30
Cross-Cultural Comparisons 31
Argumentative Writing 34
Argumentative Text Genre 34
Effective Argumentative Writing 34
Previous Studies on Argumentative Writing 36
Systemic Functional Grammar 38
Discourse-Semantic Structure 38
Lexico-Grammatical Structure 39
Transitivity 39
Mood 40
Theme 41
Application of SFG to Research and Pedagogy 42
Research from a Functional Perspective 43
3. Methodology 45
Participants 45
Instruments 47
The Writing Task 47
Holistic Rating Scale 48
Post-Writing Questionnaire 50
Post-Writing Oral Interview Questions 51
Data Analysis 52
Text analysis 52
Frequency Analysis 53
Analysis of the Collocated Linguistic Forms 54
Principles for Coding the Collocated Forms 55
Cluster Analysis 56
Analysis of Discourse Functions 59
Analysis of Questionnaires 61
Analysis of Oral Interviews 62
4. Analysis of Pronominal Linguistic Forms and Discourse Functions 63
Descriptive Statistics of the Writing Samples 63
Distribution of Different Types of Personal Pronouns 64
Overall Frequency of Occurrences of Personal Pronouns 64
Frequency Distribution in Three Groups 67
Summary of Personal Pronoun Use and Frequency Distribution 68
Analysis of Linguistic Forms and Discourse functions 68
First Person Singular I 69
The Use of I in Relation to Text Structure 70
Linguistic Collocations of I in Subject Position 72
Main Verbs and Emphatics after I 72
Modals after I 73
Most Frequent Clusters with I 74
Discourse Functions of I 75
The Function Distribution of Pronoun I 77
Summary of the Use of I 79
First Person Plural We 80
The Use of We in Relation to Text Structure 80
Linguistic Collocations of We in Subject Position 83
Main Verbs and Emphatics after We 83
Modals after We 84
Most Frequent Clusters with We 85
Discourse Functions of We 85
The Function Distribution of Pronoun We 89
Summary of the Use of We 90
Second Person Pronoun You 91
The Use of You in Relation to Text Structure 91
Linguistic Collocations of You in Subject Position 94
Main Verbs and Emphatics after You 94
Modals after You 95
Most Frequent Clusters with You 96
Discourse Functions of You 97
The Function Distribution of Pronoun You 100
Summary of the Use of You 101
Third Person Plural They 102
The Use of They in Relation to Text Structure 103
Linguistic Collocations of They in Subject Position 105
Main Verbs and Emphatics after They 105
Modals after They 106
Most Frequent Clusters with They 107
Discourse Functions of They 108
The Function Distribution of Pronoun They 111
Summary of the Use of They 112
Third Person Singular S/he 113
The Use of S/he in Relation to Text Structure 114
Linguistic Collocations of S/he in Subject Position 115
Main Verbs and Emphatics after S/he 115
Modals after S/he 116
Most Frequent Clusters with S/he 116
Discourse Functions of S/he 117
Summary of the Use of S/he 118
Summary of the Chapter 118
5. Analysis of Questionnaires and Interviews 121
Results and Analysis of the Questionnaires 121
Question 1: The Purpose of Writing 122
Expressing Purpose 123
Convincing Purpose 123
Assignment Purpose 124
The Choice of Personal Pronoun in Relation to Writing
Purpose 124
Expressing Purpose 125
Convincing Purpose 126
Assignment Purpose 127
Question 2: The Intended Reader 127
The Choice of Personal Pronoun in Relation to Intended
Reader 129
General Public Group 130
Opponents Group 130
Teachers/Researchers Group 131
Question 3: The Writer-Reader Relationship 132
Equal Relationship 132
Unequal Relationship 134
The Choice of Personal Pronoun in Relation to Writer- Reader Relationship 135
Equal Relationship 137
Unequal Relationship 137
Question 5: The Convincing Strategy 138
Direct Strategy 139
Indirect Strategy 140
The Choice of Personal Pronoun in Relation to Convincing Strategy 142
Direct Strategy 143
Indirect Strategy 143
Question 4: The Persuasive Effect of the Text 144
Question 6: The Major Difficulties in Composing the Essay 146
Results of Oral interview 148
The Choice of I 148
The Choice of We 150
The Choice of You 152
The Choice of They 154
The Choice of S/he 156
Comparison between Text Analysis and Interview Results 156
Strategic and Cultural Perspectives on Personal Pronoun Use 158
The Students’ Strategic Use of Personal Pronouns 158
Writer-Oriented Considerations 158
Reader-Oriented Considerations 161
Text-Oriented Considerations 163
Conclusion of the Strategic Use 164
Cultural Factors Involved in Personal Pronoun Use 164
A Humane Approach to Argumentation 165
The On-the-Same-Boat Reader 166
Little Use of Impersonal One 167
Mixed Strategies to Persuasion 168
Different Pragmatic Meanings of Personal Pronouns 169
6. Conclusion 171
Answers to Research Questions 171
Question 1: The Overall Frequency and Distribution of Personal Pronouns 171
Overall Frequency and Distribution 171
Variance among Groups in Distribution 172
Question 2: The Most common Linguistic Forms Collocated with Personal Pronouns 172
Question 3: The Discourse Functions Fulfilled by Types of PersonalPronouns 174
Discourse Functions and Types of Personal Pronouns 174
Variance among Groups in Function Use 175
Question 4: The Students’ Perceptions of Argumentative Writing 175
Questionnaire Results 175
Oral Interview Results 176
Pedagogical Implications 177
Teaching Suggestions 182
Limitations of the Study 184
Directions for Future Research 185

Appendixes
A. Argumentative Writing Task 187
B. Argumentative Writing Task (Chinese version) 188
C. Holistic Rating Scale 189
D. Post-Writing Questionnaire 192
E. Post-Writing Questionnaire (Chinese version) 194
F. Post-Writing Oral Interview Questions 196
G. Informed Consent Form 197
H. Informed Consent Form (Chinese version) 198
I. Collocated Linguistic Forms and Illustrative Examples 199
J. The Categorization Schemes of Discourse Functions and Illustrations 200
References 202
Vita 219


LIST OF TABLES
Table
4.1 Number of Papers and Words for Each Group 63
4.2 The Raw Number, Percentage, and Normalized Frequency per 100 Words 65
4.3 Frequency of Personal Pronoun per 100 Words (%) 67
4.4 Density of I in Relation to Text Structure (per 100 Words) 70
4.5 Main Verbs that Most Frequently Collocated with I 73
4.6 Modal Distribution after I 74
4.7 Top 10 Clusters Associated with I 74
4.8 Distribution of Functions of I (Percentage and Raw Number) 78
4.9 Density of We in Relation to Text Structure (per 100 Words) 80
4.10 Main Verbs that Most Frequently Collocated with We 83
4.11 Modal Distribution after We 84
4.12 Top 10 Clusters Associated with We 85
4.13 Distribution of Functions of We (Percentage and Raw Number) 89
4.14 Density of You in Relation to Text Structure (per 100 Words) 92
4.15 Main Verbs that Most Frequently Collocated with You 95
4.16 Modal Distribution after You 95
4.17 Top 7 Clusters Associated with You 96
4.18 Distribution of Functions of You (Percentage and Raw Number) 101
4.19 Density of They in Relation to Text Structure (per 100 words) 103
4.20 Main Verbs that Most Frequently Collocated with They 105
4.21 Modal Distribution after They 106
4.22 Top 10 Clusters Associated with They 107
4.23 Distribution of Functions of They (Percentage and Raw Number) 111
4.24 Density of S/he in Relation to Text Structure (per 100 Words) 115
4.25 Main Verbs that Most Frequently Collocated with S/he 115
4.26 Top 6 Clusters Associated with S/he 116
4.27 The Linguistic Forms and Discourse Functions Associated with Types of Personal Pronouns 120
5.1 The Purposes of Writing by Three Groups (Percentage and Raw Number) 122
5.2 Density of Pronouns in Relation to Writing Purpose 125
5.3 Pronoun Use (%) by Three Groups for Expressing Purpose 125
5.4 Pronoun Use (%) by Three Groups for Convincing Purpose 126
5.5 Pronoun Use (%) by Three Groups for Assignment Purpose 127
5.6 The Intended Readers Chosen by Three Groups (Percentage and Raw Number) 128
5.7 Density of Pronouns in Relation to Reader Group 129
5.8 Pronoun Use (%) by Three Groups for General Public 130
5.9 Pronoun Use (%) by Three Groups for Opponents 131
5.10 Pronoun Use (%) by Three Groups for Teachers/Researchers 131
5.11 The Perception of Writer-Reader Relationship by Three Groups 132
5.12 Density of Pronouns in Relation to Writer-Reader Relationship 135
5.13 Pronoun Use (%) by Three Groups for Equal Relationship 137
5.14 Pronoun Use (%) by Three Groups for Unequal Relationship 138
5.15 The Convincing Strategies Adopted by Three Groups 138
5.16 Density of Pronouns in Relation to Convincing Strategy 143
5.17 Pronoun Use (%) by Three Groups for Direct Strategy 143
5.18 Pronoun Use (%) by Three Groups for Indirect Strategy 144
5.19 Perception of Text Persuasiveness by Three Groups 145
5.20 The Difficulties in Composing the Essays by Three Groups 147
5.21 Consistent Findings from Text Analysis and Oral Interview 157		zh_TW
dc.format.extent 2279816 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/#G0093551504en_US
dc.subject (關鍵詞) 人稱代名詞zh_TW
dc.subject (關鍵詞) 人際關係標記zh_TW
dc.subject (關鍵詞) 篇章功能zh_TW
dc.subject (關鍵詞) Personal Pronounen_US
dc.subject (關鍵詞) Interpersonal Markeren_US
dc.subject (關鍵詞) Discourse Functionen_US
dc.title (題名) 台灣大學生英文議論文中人稱代名詞使用之功能分析zh_TW
dc.title (題名) A functional analysis of personal pronoun use in argumentation by Taiwanese college studentsen_US
dc.type (資料類型) thesisen
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