臺灣博碩士論文加值系統

本研究旨在剖析台灣大學生在學習英文與土耳其文時所犯的語詞及文法錯誤。研究對象為台北某大學土耳其語文學系之大二、大三及大四的四十四位學生。他們都是以中文為母語，英文為他們的第二語言，現階段正在學習土耳其文為他們的第三語言。研究者以中文引導式翻譯，內容包含四種不同時態的十四題連貫式翻譯，請研究對象將其翻譯成英文及土耳其文。
從研究對象所翻譯之答案中，將其依照 Libuse Duskova (1969)分成語詞及文法兩大類型之錯誤,並就其中錯誤內容再細分成拼字、構詞、動詞、名詞、副詞、形容詞、連接詞、介系詞及各種字尾變化等等…。
從研究結果統計出英文的學習錯誤依序為時態、動詞、拼字及介系詞等為最多，在土耳其文則為代名詞、字尾變化、副詞、複數、形容詞及名詞等為容易犯錯的類型，要掌握字尾動詞變化是學習土耳其語最大的學習障礙，可能肇因於母語影響及其變化規則複雜難以掌握，台灣學生在中文學習上未曾有過字尾變化的經驗，縱然從英文學習的經驗中有接觸到字尾變化的規則，但是英文與土耳其語的字尾變化規則及其用法仍不相同，且土耳其語因為六種人稱代名詞各自有其不同的變化，如能掌握並熟悉各種變化規則，將能在學習上有所助益。
本研究結果顯示: 在英文方面，學生所犯的錯誤仍以動詞為主要類型，且二年級學生在語詞方面表現較突出，但文法上表現則不如三四年級；在土耳其文方面則是以字尾變化為主要的學習錯誤，三年級學生的語詞及文法表現較其他年級學生好，且在語詞方面由四年級至二年級呈現出一降羃排列的表現；在英文的學習類型來說，母語的影響不再是學習障礙的主要類型，但是在土耳其語的學習上，中文及英文的影響也是絕不能忽視的重要因素。
本研究建議，除了著重文法及語詞的辨正學習外，實際的會話互動學習也是幫助減少學習障礙的良好方式，在研究上，本研究建議作英土語詞與文法錯誤之對比分析，兼採溝通式教學，並重視學習這些語言的錯誤分析，以提高其教學效果；希望本研究給正在學習土耳其文的學生或教授土耳其文的老師提供參考。

The purpose of this study was to investigate English and Turkish lexical and grammatical errors made by college sophomore, junior and senior students in Taiwan. Forty-four Chinese subjects were selected from those who studied Turkish in an university in the Taipei area.
The major findings are: First, failing to attach case ending suffixes, verbs, and pronouns are the largest error types. Second, Turkish case endings constitute a high degree of difficulty for the Chinese learners of Turkish. Two major types of errors are observed in the use of Turkish case endings: the learner either omits the endings or makes a wrong choice. Third, the students’ largest errors are in tenses, verbs, spelling errors, language transfer, and prepositions in English. But in Turkish, they are in case endings, verbs, pronouns, adverbs, plurals, adjectives, and nouns in the descending order.
It was found that the sophomores outperformed the others in the lexical errors of English. But their performance in grammatical errors of English is the worst of all groups. In Turkish, the sophomores have worst performance both in lexical or grammatical errors. And the juniors outperformed others. In Turkish lexical errors, the seniors have the best performance and the juniors are better than the sophomores. A descending order was found in the performance of the seniors, juniors and the sophomores.
The findings of this study lead us to make suggestions as a general reference to those who are interested in teaching or doing researches on English and Turkish lexical and grammatical errors. In terms of research, we propose to incorporate a contrastive analysis between the lexical and grammatical errors in English and Turkish. In addition, communicative approach needs to be adopted. Meanwhile, errors made during the learning of these languages must be taken into serious consideration if the teaching effects are to be enhanced.

CHAPTER ONE INTRODUCTION........1
CHAPTER TWO LITERATURE REVIEW...14
CHAPTER THREE METHODOLOGY.......47
CHAPTER FOUR RESULTS............103
CHAPTER FIVE CONCLUSION AND PEDAGOGICAL IMPLICATIONS..135

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