Loading...
|
Please use this identifier to cite or link to this item:
https://nccur.lib.nccu.edu.tw/handle/140.119/35985
|
| Title: | An Analysis of Senior High School Students’ English Compositions in Terms of Conjunction |
| Authors: | 羅國昌 |
| Contributors: | 林啟一
羅國昌 |
| Keywords: | conjunction |
| Date: | 2003 |
| Issue Date: | 2009-09-18 16:41:51 (UTC+8) |
| Abstract: | 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。
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. |
| Reference: | Bibliography
Chang, Vincent W. (1997). Freshman English Composition: An Error Analysis from the Discourse Perspective. Taiwan: The Crane Publishing Co.,, LTD.
Halliday, M.A.K. and Hasan, R.(1976). Cohesion in English. London: Longman Group Limited.
Givon, T.(1987). “Beyond Foreground and Background.” In Tomlin (ed., 1987)
Grimes, Joseph E.(1975). The Thread of Discourse. The Hague:Mouton.
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
Geva, Esther.(1992).”The Role of Conjunctions in L2 text Comprehension.” TESOL Quarterly. 26: 731-747
Stalter, William.(1978). “A Sense of structure.” College Composition and Communication. 29(4): 341-345
Michael McCarthy (1991). Discourse Analysis for Language Teachers. Cambridge University Press.
Martin L. Arnaudet, Mary Ellen Barrett.(1990) Paragraph Development. Prentice Hall Regents, Prentice-Hall, Inc.
Bridge, C.A., & Winograd, P.I.(1982). Reader’s awareness of cohesive relationship During Cloze comprehension. Journal of reading Behavior, 14, 299-312.
Carrell, P.L.(1982). Cohesion is not coherence. TESOL Quarterly, 16(4), 479-488.
Evans, R.,& Balance, C.(1980). A Comparison of sentence connective recall by two populations of readers. Journal of Educational Research, 73, 324-329.
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.
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.
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.
McClure, E., & Geva, E.(1983). The development of the cohensive use of adversative Conjunctions in discourse. Discourse Processes, 6, 411-432.
Zinar, S. (1990). Fifth-graders’ recall of prepositional content and causal relationships From espository prose. Journal of Reading Behavior, 22, 181-199.
Verstraete, Jean-Christophe. (2000). Functional of Langrage 7.1: 117-131(2000). Benjamins B.A., Amsterdam.
Livingstone, Carol. (1983). Role Play in Language Learning. England: Longman Group Limited. |
| Description: | 碩士
國立政治大學
英國語文學系英語教學碩士在職專班
88951020
92 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0088951020 |
| Data Type: | thesis |
| Appears in Collections: | [英國語文學系] 學位論文
|
Files in This Item:
| File |
Size | Format | |
|---|
| index.html | 0Kb | HTML2 | 1301 | View/Open |
|
All items in 政大典藏 are protected by copyright, with all rights reserved.
|
