政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/31811
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  全文筆數/總筆數 : 113303/144284 (79%)
造訪人次 : 50829150      線上人數 : 718
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜尋範圍 查詢小技巧：
  • 您可在西文檢索詞彙前後加上"雙引號"，以獲取較精準的檢索結果
  • 若欲以作者姓名搜尋，建議至進階搜尋限定作者欄位，可獲得較完整資料
    •  進階搜尋


    請使用永久網址來引用或連結此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/31811


    題名: 台灣國中生英語使役動詞使用之分析
    An Analysis of Taiwanese junior high students` performance on causative verbs
    作者: 許秀美
    Hsu, Hsiu Mei
    貢獻者: 張郇慧
    Chang, Hsun Huei
    許秀美
    Hsu, Hsiu Mei
    關鍵詞: 使役動詞
    動詞補語
    負向轉移
    過渡類化
    periphrastic causative verbs
    verb complement
    negative transfer
    overgeneralization
    日期: 2007
    上傳時間: 2009-09-14 12:17:08 (UTC+8)
    摘要: 論文提要內容：
    本研究旨在探討分析台灣國中生使役動詞的使用情況，主要探討學生使用使役動詞的錯誤情況，分析錯誤原因及調查在不同英文能力的學生使用上是否存在顯著差異。
    此研究採取質及量的研究。質的研究包含(1)使役動詞的補語用法(2)使役動詞的意義及用法(3)學生在使用使役動詞上的錯誤分析。量的研究包含(1)使役動詞補語的錯誤率(2)使役動詞意義及使用上的錯誤率(3)高中低程度三組中顯著變化情形。
    結果顯示學生在使役動詞補語使用上常用錯非限定動詞及誤用限定動詞，此外，本研究也發現學生在選擇正確使役動詞上錯誤率高於使役動詞補語使用。分析原因如下：(1)過度規則化(2)負向轉移(3)教學引導(4)學生語言知識不足(5)語言同化。此研究也發現高中低三組在使用使役動詞補語上確實有顯著差異，然而在使役意義上(coercive sense of make-causative)、未提出但已知接受動作者意義上(unmentioned perceptible causee sense of make-causative) 、 及服務框架意義上(service frame sense of have-causative) 高中低程度學生的表現並無不同。
    Abstract

    The purpose of this study aims to analyze the use of periphrastic causative verbs in Junior high students’ writing performance and to understand students’ difficulty in learning and using periphrastic causative verbs. The form of periphrastic causative verbs and grammatical characteristics are easy to remember. However, subtle meanings and usage are somewhat difficult.
    This study adopts qualitative and quantitative analyses. The qualitative analysis includes: (1) the verb complement form of periphrastic causative verbs, (2) the meaning and functions of periphrastic causative verbs, and (3) the factors that influence students’ erroneous uses of periphrastic causative verbs. The quantitative analysis comprises: (1) the inaccuracy rate of the use of every periphrastic causative construction in the tests for form and meaning, (2) the distribution of periphrastic causative verb errors in form and meaning and use and (3) multiple comparisons among accuracy at the three proficiency levels.
    The results of this study are summarized as follows: students have trouble distinguishing finite verb and non-finite complement verbs with respect to the form errors. They also have lower awareness of the differences of each causative verb concerning the meaning errors. The factors affecting their incorrect responses are (1) overgeneralization, (2) negative L1 transfer, (3) teaching induced errors, (4) learners’ ignorance of rule restrictions and (5) learners’ strategies of communication and assimilation. In addition, there are significant differences among the three groups with regards to the make +O +V, have +O +V, let +O +V and have +O +p.p. in the form test and the non-coercive sense of make-causative, the hierarchical relation of

    have-causative and the permissive sense of let-causative in the meaning and use tests.
    However, there is no significant difference between the three groups’ scores of meaning and use with the coercive sense of make-causative, the unmentioned causee sense of make-causative and the service frame sense of have-causative.
    參考文獻: References
    Ackles, N. M. (2003). The grammar guide: Developing language skills for academic success. Ann Arbor: The University of Michigan Press.
    Altenberg, B. & Granger, S. (2001). The grammatical and lexical patterning of Make in native and non-native student writing. Applied Linguistics, 22(2), 173-195.
    Ammon, M. S. H. (1980). Development in the linguistic expression of causal relations: Comprehension of features of lexical and periphrastic causatives.Unpublished doctoral dissertation, University of California, Berkley.
    Anderson, J. M. (2005). Let and the "bare infinitive": an exploratory exercise in traditional (notional) grammar. Studia Anglica Posnaniensia: international review of Enlgish Studies, 41.
    Baron, N. S. (1972). The evolution of English periphrastic causatives: contributions to a general theory of linguistic variation and change. Unpublished doctoral dissertation, Stanford University, California.
    Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E. (1999). Longman grammar of spoken and written English.
    New York: Longman.
    Bussmann, H. (1996). Routledge Dictionary of Language and Linguistics. Beijing: Foreign Language Teaching and Research Press.
    Celce-Murcia, M., & Larsen-Freeman, D. (1999). The Grammar Book: An ESL/EFL Teacher’s Course. Rowley, MA: Newbury House.
    Chen, P. Y. (2006). English Causative Verb Construction in Senior High Textbook: Analysis and Proposals. Unpublished master’s thesis, National Taiwan Normal University, Taipei.
    Comrie, B. (1989). Language universals and linguistic typology. Chicago: University of Chicago Press.
    Corder, S. P. (1981). Error analysis and interlanguage. Oxford: Oxford University Press.
    De Cock, S. & Granger, S. (2004). High Frequency Words: the Bete Noire of Lexicographers and Learners Alike. A close look at the verb `make` in five monolingual learners dictionaries of English. Retrieved February 14, 2008, from http://www.fltr.ucl.ac.be/fltr/germ/etan/CECL/Downloads/DeCock%20Granger%20EURALEX%20final.pdf
    Dixon, R. M. W. (1991). A new approach to English grammar on semantic priciples. Oxford: Clarendon Press.
    Ellis, R., Gaies, S. (1998). Impact Grammar. Hong Kong: Longman Addison Wesley.
    Ellis, R., Basturkmen, H., & Loewen, S. (2001). Preemptive focus on form in the ESL classroom. Tesol Quarterly, 35(3), 407-432.
    Ellis, R., Basturkmen, H., & Loewen, S. (Ed.). (2002). Methodological options in grammar teaching materials. In Hinkel & Fotos (Eds.), New perspectives on grammar teaching in second language classrooms (pp. 155-179). New Jersey: Lawrence Erlbaum Associates.
    Fortune, A. (1998). Survey review: Grammar practice books. ELT Journal, 52(1), 67-80.
    Frodesen, J., & Eyring, J. (2000). Grammar Dimensions 4: Form, meaning, and use (3rd ed.). Boston: Heinle & Heinle.
    Gilquin, G. (2001). Causative cause, get, have and make: a preliminary study. Paper presented at the 2001 ICAME conference.
    Gilquin, G. (2003). Causative get and have. Journal of English Linguistics, 31(2), 125-148.
    Gilquin, G., & Lecoutre, E. (2004). (How) can causative constructions be predicated? Retrieved January 11, 2008, from http://www.cavi.univ-paris3.fr/lexicometrica/jadt2004/pdf/JADT_047.pdf
    Gilquin, G. (2006). The verb slot in causative constructions. Finding the best fit. Retrieved January 20, 2008 from http://www.constructions-online.de/articles
    /specvol1/674
    Givon, T. (1993). English Grammar: a function-based introduction. Amsterdam, Philadelphia: J. Benjamins.
    Goldberg, A. E. (1995). Constructions: A Construction Grammar Approach to Argument Structure. Chicago: The University of Chicago Press.
    Goldsmith, J. (1984). Causative verbs in English. Chicago: Chicago Linguistics Society.
    Harley, H. (1998). You`re having me on: Aspects of have. In J. Gu`eron and A. Zribi-Hertz (eds), (pp. 195-226). Prais: Universit`e Paris X-Nanterre.
    Helms-Park, R. (2001). Evidence of lexical transfer in learner syntax: The acquisition of English causatives by speakers of Hindi-Urdu and Vietnamese. Studies in Second Language Acquisition, 23, 71-102.
    Huang, H. S. (2007). An Analysis of Errors in Verb Forms and Verb Complements in Taiwanese High School Students` English Composition. Unpublished doctoral dissertation, National Kaohsiung Normal University, Kaohsiung.
    Huddleston, R. (1984). Introduction to the grammar of English. Cambridge: Cambridge University University Press.
    Hughes, R. McCarthy, M. (1998). From sentence to discourse grammar and English language teaching. TESOL Quarterly, 32, 263-287.
    James, C. (1998). Errors in language learning and use: Exploring error analysis. London, New York: Longman.
    Kemmer, S., & Verhagen, A. (1994). The grammar of causatives and the conceptual structure of events. Cognitive Linguistics, 2, 115-156.
    Juffs, A. (1996). Learnability and the lexicon: theories and second language acquisition research. Amsterdam, Philadelphia: J. Benjamins.
    Kachru, Y. (1975). The Semantics and Syntax of the Causative Construction in English and South Asian Languages: Implications for Teaching English As A Second Language. Paper presented at the convention of teachers of English to speakers of other languages.
    Kemmer, S., & Verhagen, A. (1994). The grammar of causatives and the conceptual structure of events. Cognitive Linguistics, 2, 115-156.
    Kozinsky, I., & Polinsky, M. (1993). Cause and patient in the causative of transitive: Coding conflict or doubling of grammatical relations. In B. Comrie, & M. Polinsky (Eds.), Causatives and transitivity (pp. 177-240). Amsterdam: John Benjamins.
    Kroeger, P. R. (2004). Analyzing Syntax: A Lexical-functional Approach. Edinburgh: Cambridge University Press.
    Lai, S. J. (2004). High school English teachers` beliefs on grammar instruction in Taiwan. Unpublished master`s thesis, National Taiwan Normal University, Taipei.
    Larsen-Freeman, D. (2001). Teaching grammar. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (pp. 251-266). Boston, MA: Heinle & Heinle Publishers.
    Lee, K. (1996). Getting at the meaning of `make`. In E. H. Casad (Ed.), Cognitive linguistics in the Redwoods: The expansion of a new paradigm in linguistics (pp. 389-422). Berlin, New York: Mouton de Gruyter.
    Levin, B. (1993). English Verb Classes and Alternations: A Preliminary Investigation. Chicago: University of Chicago Press.
    Levin, B., & Rappaport, H. (1994). A Preliminary Analysis of Causative Verbs in English. Lingua: International Review of General Linguistics, 92, 35-77.
    Li, Charles, & Thompson, Sandra. A. (1989). Mandarin Chinese: a functional reference grammar. Berkeley: University of California Press.
    Li, W. X. (2004). Grammaticalization of shi, jiao, and rang in jianyu Construction in Modern Chinese. Unpublished master’s thesis, Henan University, Henan.
    Lin, H. (2005). English Causatives: A "Causal-chain Windowing" Perspective. Unpublished master’s thesis, Southwest China Normal University, Chongqing.
    Liu, E. T. K. & Shaw, P. M. (2001). Investigating learner vocabulary: a possible approach to looking at EFL/ESL learners` qualitative knowledge of the word. International Review of Applied Linguistics in Language Teaching (IRAL), 39, 171-194.
    Lock, G. (1996). Functional English grammar: an introduction for second language teachers. Cambridge, New York: Cambridge University Press.
    McCawley, J. D. (1976). Remarks on what can cause what. In M. Shibatani (Ed.), The grammar of causative constructions (Syntax and Semantics 6) (pp. 117-127). New York, San Francisco, London: Academic Press.
    Montrul, S. (2001). Causatives and transitivity in L2 English. Language Learning, 51(1), 51-106.
    Moreno Cabrera, J. C. (1993). "Make" and the semantic origins of causativity: A typological study. In B. Comrie, & M. Polinsky (Eds). Causatives and transitivity (pp. 155-164). Amsterdam, Philadelphia: J. Benjamins.
    Paul, R. K. (2004). Analyzing Syntax: A Lexical-Functional Approach. Cambridge, New York: Cambridge University Press.
    Pinker, S. (1989). Learnability and cognition: the acquisition of argument structure. Cambridge, Mass.: MIT Press.
    Quirk, R., Greenbaum, S., Leech, G. & Svartvik. (1972). Agrammar of contemporary English. London: Lonngman.
    Quirk, R. (1985). A comprehensive grammar of the English language. New York: Longman.
    Richards, J. C. & G. P. Sampson, G. P. (1974). The study of learner English. In J. C. Richards (Ed.), Error analysis. London: Longman.
    Roberts, P. (1954). Understanding grammar. New York: Harper & Row Publisher Inc.
    Shibatani, M. (1973). A linguistic study of causative constructions. Unpublished doctoral dissertation, University of California, Berkeley.
    Stefanowitsch, A. (2001). Construction causation: A construction grammar approach to analytic causatives. Unpublished doctoral dissertation, Rice University, Texas.
    Talmy, L. (1976). Semantic causative types. In M. Shibatani (Ed.), The grammar of causative constructions. (Syntax and Semantics 6)(pp. 43-116). New York, San Francisco, London: Academic Press.
    Talmy, L. (1988). Force dynamics in language and cognition. Cognitive Science, 12, 49-100.
    Teng, S. H. (1989). The semantics of causatives in Chinese. In J. H-Y. Tai & F. F. S. Hsueh (Eds.), Functionalism and Chinese grammar (pp. 227-244). South Orange, NJ: Chinese Language Teachers Association.
    Weng, C. H. (2005). The permissive, causative and passive rang. Unpublished master’s thesis, National Tsing Hua University, Hsinchu, Taiwan.
    Wierzbicka, A. (1998). The semantics of English causative construction in a
    universal-typological perspective. In M. Tomasello (Ed.), The new psychology of language: Cognitive and functional approaches to language structure (Vol.1, pp.113-153). Mahwah, N.J.: Lawrence Erlbaum Associates.
    Wierzbicka, A. (2002). English causative constructions in an ethnosyntactic perspective: Focusing on Let. In N.J. Enfield (Ed.), Ethnosyntax: Explorations in grammar and culture (pp. 162-203). Oxford, New York: Oxford University Press.
    Wolff, P. (2003). Direct causation in the linguistic coding and individuation of causal events. Cognition, 88(1), 1-48.
    Wolff, P., & Song, G. Models of causation and the semantics of causal verbs. Cognitive Psychology, 47(3), 276-332.
    Wolff, P., Song, G., & Driscoll, D. (2002). Models of causation and causal verbs. In M. Andronis, C. Ball, H. Elston & S. Neuval (Eds.), Papers from the 37th meeting of the Chicago Linguistics Society, Main Session (Vol. 1., pp. 606-622). Chicago: Chicago Linguistics Society.
    Wolff, P., Klettke, B., & Ventura, T., Song, G. (2005). Expressing causation in English and other languages. In W. Ahn, R. L. Goldstone, & B. C. Love (Eds.), Categorization Inside and Outside the Laboratory: Essays in Honor of Douglas L. Medin: Washington, D.C.: American Psychological Association.
    Wong, S. C. (1983). Overproduction, underlexicalization, and unidiomatic usage in the `make` causatives of Chinese speakers. Language Learning and Communication, 2, 151-163.
    Xiaobo, L. (2003). A Cognitive Study of Causatives and Causative Constructions.
    Unpublished master’s thesis, Fundan University, Shanghai.
    Xu, J., Ji, D., & Lua, K. T. (2003). Chinese syntax and semantics. Singapore: Perason/Prentice Hall.
    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
    94951011
    96
    資料來源: http://thesis.lib.nccu.edu.tw/record/#G0094951011
    資料類型: thesis
    顯示於類別:[英國語文學系] 學位論文

    文件中的檔案:

    檔案 大小格式瀏覽次數
    index.html0KbHTML2744檢視/開啟


    在政大典藏中所有的資料項目都受到原著作權保護.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 回饋