臺灣博碩士論文加值系統

論文內容摘要:
本研究旨在探索臺灣高中生英文作文中所使用的語詞搭配的錯誤情形。 選定兩類語詞搭配--形容詞+名詞, 動詞+名詞--為研究類型。 研究焦點為: 1. 學生英文程度與其所犯的語詞搭配錯誤之間的關係, 2. 語詞搭配錯誤類別與學生英文程度之間的關係, 及3. 針對不同英文程度學生所犯下的語詞搭配錯誤有關「質」方面的分析。
共有八十七位高雄市三民高中的高三學生參與本研究。 這些學生依照其英文成績分成高、中、低三組。 共收集261份學生作文, 再針對前述兩類特定語詞搭配加以批改分析。 本研究的結果摘要如下:
1. 有關學生英文程度與其所犯的語詞搭配錯誤之間的關係:
(a) 形容詞+名詞: 英文程度越低的學生犯錯頻率越高。
(b) 動詞+名詞: 不同英文程度的學生, 在使用語詞搭配上, 並無顯著差異。
2. 有關語詞搭配錯誤類別與學生英文程度之間的關係:
(a) 「形容詞+名詞」類之錯誤方面: 低組比中組較依賴直譯法; 此外, 在「錯誤概念」之錯誤類別中, 低組比高組及中組犯錯頻率較少。
(b) 「動詞+名詞」類之錯誤方面: 在「造字」之錯誤類別中, 高組比中組及低組犯錯率高。
3. 有關針對不同英文程度學生所犯下的「形容詞+名詞」類錯誤之「質」的分析:
(a) 拼字錯誤類: 高組所使用的字較其他兩組容易辨識。
(b) 直譯錯誤類: 高組所犯的語詞搭配錯誤比低組較接近目標語。
(c) 詞類誤用錯誤類: 低組所犯的錯誤多在名詞部分, 而高組及中組則多在形容詞部分。
(d) 複合字誤用錯誤類: 三組皆在分辨「everyday」及「every day」上有問題; 此外, 對是否該使用連字號方面亦然。
(e) 忽略規則限制錯誤類: 學生多數錯誤在形容詞最高級, 以及修飾可數或不可數名詞的形容詞或指示詞。
(f) 同義詞誤用錯誤類: 學生多數錯誤導因於兩個同義詞的中文翻譯類似。
4. 有關針對不同英文程度學生所犯下的「動詞+名詞」類錯誤之「質」的分析:
(a) 直譯錯誤類: 高組所使用的動詞較其他兩組使用的難, 且較接近英文的表達方式。
(b) 拼字錯誤類: 高組所使用的字比低組用字較難; 中組所使用的字則難易皆有。
(c) 造字錯誤類: 高組所使用的字較低組接近目標語。
(d) 同義詞誤用錯誤類: 高組與中組間其所使用的字不易看出差異; 低組之錯誤用字則與正確用字間容易看出差異。
(e) 詞類誤用錯誤類: 高組與中組所誤用的詞類使用頻率高; 低組誤用的詞類則與正確的, 在使用頻率上, 幾乎一樣高。
(f) 近似錯誤類: 學生錯誤用字, 因在拼字上 發音上, 及意義上具相似的特性, 以致於容易混淆。

ABSTRACT
This study investigated the lexical collocational errors in the English writings of senior high school EFL students. Two specific lexical collocational categories, the Adj + N and V + N collocations were chosen for this study. The study focused on the three aspects--the relationship between the collocational errors and the students’ English achievement levels, the relationship between the collocational error types and the students’ English achievement levels, and the qualitative analyses of the collocational errors produced by the students.
Eighty-seven ninth graders from Kaohsiung San-min Senior High School participated in this study. These students were divided into three groups─HI, MID, and LOW─according to their English achievements. The three compositions written by the students during the first semester were collected. After the correction in terms of the use of the two specific lexical collocational categories, the total 261 compositions were analyzed. The main findings of this study were summarized as follows:
1. For the relationship between the students’ English achievement levels and the errors produced:
(a) In the Adj + N collocations, the students with the lower English achievement levels committed errors more frequently than those with the higher English levels.
(b) In the V + N collocations, there was no significant difference among the three groups in the production of the deviant collocations.
2. For the relationship between the students’ English achievement levels and the collocational error types:
(a) In the Adj + N collocational errors, the LOW group relied on the direct translation more frequently than the MID group, and the LOW group made more false concept errors less frequently than the HI and MID groups.
(b) In the V + N collocational errors, the HI group committed coinage errors more frequently than the MID and LOW groups.
3. For the qualitative analyses of the Adj + N collocational errors:
(a) In the spelling error type, it was easier to recognize the words produced by the HI group than those produced by the MID and the LOW groups.
(b) In the direct translation error type, the errors made by the HI group were much closer to the target language than those made by the LOW group.
(c) In the use-of wrong-derivative error type, most errors committed by the LOW group fell on the nouns, while most errors made by the HI and the MID groups fell on the adjectives.
(d) In the incorrect-form-of-compound-word error type, the three groups had a difficulty judging which compound words should be written with or without a hyphen or which compound words should be written separately.
(e) In the ignorance-of-rule-restriction error type, students made most errors in the formation of the superlative adjectives and in determiners modifying countable or uncountable nouns.
(f) In the use-of-synonym error type, the errors committed by students mainly resulted from the similar Chinese translations of the two synonyms.
4. For the qualitative analyses of the V + N collocational errors:
(a) In the direct translation error type, the verbs in the collocations employed by the HI group were more difficult and much closer to the L2 expressions than those used by the MID and the LOW groups, whereas the verbs applied by the MID and the LOW groups were much closer to Chinese.
(b) In spelling error type, the words produced by the HI group were more difficult than those produced by the LOW group, and for the words applied by the MID group, both difficult and easy ones were included.
(c) In the coinage error type, the errors produced by the HI group were much closer to the target language than those produced by the LOW group.
(d) In the use-of-synonym error type, it is hard to make a distinction between the words employed by the HI and MID groups, while the erroneous words produced by the LOW group and the ones needed in the collocations are easily distinguishable.
(e) In the use-of-wrong-derivative error type, the derivatives misused by the HI and the MID groups were frequent in use in English whereas those misused by the LOW group were used almost as frequently as the needed ones.
(f) In the approximation error type, the erroneous words produced by students shared similar features in spelling, pronunciation, and meaning with the correct ones, which caused confusion easily.
(g) In the false-concept-hypothesized error type, the three groups had insufficient knowledge of the collocational use of delexicalized verbs.

TABLE OF CONTENTS
ACKNOWLEDGEMENTS................................................................................i
CHINESE ABSTRACT.....................................................................................ii
ENGLISH ABSTRACT....................................................................................iii
CHAPTER ONE INTRODUCTION……………………………………….1
Motivation and Background…………………………………………….………1
Statement of the Problems……………………………………………….……...3
Purposes of the Study……………………………………...........….…….……..4
Research Questions…………………………………………………….….…….5
Significance of the Study……………………………………………….….……5
Definition of Terms…………………………………………………….….…….6
Limitations of the Study………………………………………...……..…..……7
CHAPTER TWO LITERATURE REVIEW………………………………8
Notion of Collocation…………………………………………………………...8
The Importance of Collocation in Language Teaching…………………….….10
Collocation and Other Combination of Words………………………………...14
The Classification of Collocations…………………………………………….16
Collocation in Production……………………………………………………...20
Collocation Errors and English Proficiency………………………………..20
Causes of Producing Collocational Errors…………………………………23
CHAPTER THREE METHOD AND PROCEDURE……………………29
Subjects………………………………………………………………………..29
Instruments………………………………………………….…………………30
Monthly English Examinations…….….………..…………………………30
English Compositions………………….…………………………………..31 Procedures…………………..……………………………………..…………..31
Data Analysis………………….………………….……………………………33
CHAPTER FOUR RESULTS AND DISCUSSION……………………...35
Achievement Levels and Lexical Collocational Errors…………..……………35
Adj + N Collocations…….………………………………………………..36
V + N Collocations……….……………………………………………….37
Achievement Levels and Error Types…………………………………………39
Adj + N Collocational Errors….………………………………………….43
V + N Collocational Errors…….…………………………………………49
Qualitative Analyses of Errors………………………………………………...55
Errors of Adj + N Collocations….………………………………………..55
Errors of V + N Collocations…….……………………………………….61
CHAPTER FIVE CONCLUSIONS, IMPLICATIONS, AND
SUGGESTIONS………………………………………70
Conclusions…………………………………………..……………………….70
Achievement Levels and Collocational Errors…….…..…………………70
Achievement Levels and Error Types…………………………………….71
Qualitative Analyses of Adj + N Collocational Errors……………………72
Qualitative Analyses of V + N Collocational Errors……………………...73
Pedagogical Implications…………………………………………….………74
Activities for Strengthening Collocations………………………………..74
Strategies for Avoiding Literal Translation………………………………78
Strategies for Enhancing Linguistic Competence………………………..79
Suggestions for Future Research…………………..…...…………………….79
REFERENCES…………………………………………………..…………...82
APPENDIXES………………………………………………………………..87
Appendix A A Sample of a Subject’s English Composition-1.…………..87
Appendix B A Sample of a Subject’s English Composition-2.…………..88

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