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研究生:余昇易
研究生(外文):Sheng-I Yu
論文名稱:連結詞教學及其對大學生寫作影響之探討
論文名稱(外文):Instruction in Conjunction Usage and its Influence on College Students'' Compositions
指導教授:田雅客田雅客引用關係
指導教授(外文):Dempsey Jakob
學位類別:碩士
校院名稱:元智大學
系所名稱:應用外語學系
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2007
畢業學年度:95
語文別:英文
論文頁數:107
中文關鍵詞:連接詞寫作
外文關鍵詞:conjunctionswriting
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本研究主要在探討連接詞教學對大學生寫作表現上的成效及影響,共有二十位元智大學學生參與本次教學實驗;依照他們在前測寫作中整體寫作的表現分發到高寫作能力組和低寫作能力組。並且他們在本次研究中接受八小時的連結詞教學。研究問題包括是否高寫作能力和低寫作能力學生可以從本次教學中改善他們寫作的整體表現和連接詞的表現。其他評分領域例如內容, 組織, 文法拼字都被列入考慮因素。
本次研究結果顯示低寫作能力學生接受教學後在整體寫作和連接詞使用方面都有顯著的進步,高寫作能力組則是在各方面都沒有進步。這表示本教學對低程度學生的寫作上有所助益,但是對高程度學生的影響則並不明顯。連接詞對EFL學生而言一直都是一個無法精通的領域,因此該如何教連接詞以讓學生能夠有更好的寫作表現需要更多的研究來探討。
The main purpose of this study was to explore the effect of instruction in conjunction usage on college students’ compositions. Twenty college students in Yuan Ze University participated in this research. They were divided into two groups based on their overall writing quality in the pretest writings, and received eight hour instruction in conjunction usage. The research questions included whether the low- and the high-level students could benefit from the instruction to improve in their overall writing quality and other four fields which are content, organization, conjunction usage, and grammar & spelling.
The result of this research showed that the low-level students performed better in overall writing quality and conjunction usage after the instruction, and the mean differences between pretest and posttest writings reached significant level (p<.05). The high-level students did not have better performance in all fields. That means, the instruction in conjunction usage were beneficial for the low-level students to improve their writings, but the influence on the high-level students was not so obvious. Conjunction usage was a problem that EFL writers felt confused of in the process of writings. How to teach conjunction usage and other cohesive devices to improve writings of students in different language proficiency may deserve further research.
Abstract (Chinese)
Abstract (English)
Table of Contents
List of Tables and Figures
Chapter One: Introduction 1
Chapter Two: Literature Review 7
2.1 Functions of Cohesive Devices in the Text 7
2.2 Error in Conjunction usage 14
2.3 Types of Conjunctions 17
2.3.1 Halliday and Hasan''s (1976) Taxonomy of Conjunctions 17
2.4 Instruction 19
2.4.1 Conjunction Usage in Teaching Coherence 19
2.4.2 Sentence-Combining 23
2.5 Research Comparing Conjunction Usage across Genres and Language Proficiency 25
2.5.1 Language Proficiency 25
2.5.2 Genres 28
Chapter Three: Method 31
3.1 Participants 31
3.2 Teaching Materials 32
3.2.1 Content 33
3.2.2 Teaching Procedure 36
3.3 Composition Evaluation 38
3.3.1 The Rating Criteria 39
3.3.2 Rating Method 40
3.3.3 Interrater Reliability 41
Chapter Four: Data Analysis and Result 44
Research Question 1 45
Research Question 2 50
Research Question 3 53
Research Question 4 58
Research Question 5 62
Chapter Five: Discussion 65
5.1 The influence of instruction in conjunction usage on the high-level writers 65
5.2 The influence of instruction in conjunction usage on the low-level writers 69
Chapter Six: Conclusions and Suggestions 73
6.1 Summary 73
6.2 Limitations of the study 75
6.3 Pedagogical Implications 77
6.4 Suggestions for future research 80
References 82
Appendix 1 Lession Plan 89
Appendix 2 Paragraph and Essay Evaluation 91
Appendix 3 Grading Standards in Freshman Composition 93
Appendix 4 Handout Session One 95
Appendix 5 Handout Session Two 100
Appendix 6 Handout Session Three 103
Appendix 7 Handout Session Four 106
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