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研究生:邱信人
論文名稱:台灣以英語為外語學習者的英語構詞習得之分析研究
指導教授:忻愛莉忻愛莉引用關係
學位類別:碩士
校院名稱:國立高雄師範大學
系所名稱:英語學系
學門:人文學門
學類:外國語文學類
論文種類:學術論文
畢業學年度:96
語文別:中文
中文關鍵詞:英語構詞衍生字詞類變化名詞詞尾
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中文摘要本論文旨在分析台灣的英語學習者之構詞習得。研究的焦點集中在名詞衍生字的形成,並將之分為三類––動詞改為名詞、形容詞改為名詞以及名詞改為名詞。研究工具為一份問卷,其中包含四個部份以測試受試者不同的構詞能力––依據前後文判斷該詞詞性、了解名詞詞尾的分布限制以及應用名詞詞尾寫出真實的和虛構的衍生字。研究者依據英語精熟能力將參與本研究的台灣英語學習者分為三組。高中生為基礎組,大學英語系學生為中等組,英語研究所學生及中學英語教師為進階組。以英語為母語的人士亦參與本研究,以檢視構詞是否為母語人士的普遍能力,他們的表現並做為比較台灣學習者構詞能力發展的常模。本研究結果如下:一、 除了基礎組之外,各組有相當好的詞性判斷能力。 二、 英語母語人士對名詞詞尾之分布限制的了解遠優於其他組。 三、 英語母語人士應用名詞詞尾寫出真實的衍生字的能力遠優於其他組。 四、 英語母語人士應用名詞詞尾寫出虛構的衍生字的能力並未優於進階組。 研究者主張如下: 一、 母語人士確實理解構詞規則,因為他們在不同部份的表現並未有太大差異且平均高於台灣英語學習者,但在虛構衍生字部份並未優於進階組。 二、 台灣英語學習者只獲得部分構詞知識,因為他們只在第一部份和其他部份的動詞改為名詞的表現較佳。 三、 台灣英語學習者主要是透過逐字學習來獲得衍生字。 四、 台灣英語學習者的構詞知識是由認識詞性開始發展,而到詞類變化限制和詞尾選擇。大多數的受試者都能正確地辨認詞性,但是詞尾的應用就較不一致。 本研究建議如下: 一、 英語教師可直接向學生解釋某些有明確涵義的名詞詞尾,以提昇詞彙學習效率。 二、 英語教師可提供更多詞尾分佈限制的練習。 三、 英語教師可介紹更多詞幹和詞尾的固定連結。 關鍵字:英語構詞、衍生字、詞類變化、名詞詞尾
TABLE OF CONTENTS Acknowledgements………………………….………….………………..…………….i Chinese Abstract………………………….………………………..………………….ii English Abstract………………………….……………………………………..…….iv Table of Contents………………………………………………………..……………vi List of Tables………………………….………………………………………..……viii List of Figures………………………….……………………………………….…….x 1. INTRODUCTION 1.1 Motivation and Background…………………………….………………….…1 1.2 Purpose of the Study……………………………………………..……………6 1.3 Research Questions…………………………………………….……….……..7 1.4 Significance of the Study………………………………………….….……….7 1.5 Definition of Terms………………………………….……………….………..8 1.6 Limitations of the Study………………….…………….……………….……..9 2. LITERATURE REVIEW……..………..………………………………..……….11 2.0 Introduction…………………………………………………………..……....11 2.1 Theoretical Background…………………………………………….….…….11 2.1.1 Morpheme-based Morphology……………………………………..……..12 2.1.2 Word-based Morphology…………………………………………..…...…16 2.1.3 Synthetic Discussion of Morphological Models………………….………18 2.1.4 Lexical Phonology and Level Ordering…………………….…….………19 2.1.5 Problems with Lexical Phonology…………………….………………….22 2.1.6 Complexity-based Ordering…………………………………..…………..22 2.2 Suffixation……………….…………………………….……………………..24 2.2.1 Distributional Constraints and Suffixational Selection……………...........28 2.2.1.1 Verb to Noun…………………….………………………………….…28 2.2.1.2 Adjective to Noun…………………….…………………….……….…29 2.2.1.3 Noun to Noun………………………………………………….………30 2.3 Development of Derivational Morphology Knowledge…….……..…………31 2.4 Processing and Storage……………………………………….………………38 3. METHODOLOGY…………………………………………………….…………..43 3.0 Introduction…………………………………………………………….…….43 3.1 Subjects………………………………………………………………………43 3.2 Instruments…………………………………………………………………...44 3.3 Procedures……………………………………………………………………49 3.4 Data Analysis……………………………………………………….………...50 4. RESULTS AND DISCUSSIONS…………………………………….……………52 4.0 Introduction………………………………………………………………..…52 4.1 The Amounts of Each Group’s Part 1 Scores…...……………………………52 4.1.1 The Analyses of Each Group’s Part 1 Mistakes………………………..…54 4.2 The Amounts of Each Group’s Part 2 Scores……………………………..….56 4.2.1 The Analyses of Each Group’s Part 2 Performance………………………58 4.2.2 The Correlations between Real and Pseudo Words…………….…………61 4.3 The Amounts of Each Group’s Part 3 Scores………………….….………….64 4.3.1 Frequency Results for the Items…………………………….….…………68 4.4 The Amounts of Part 4………………………………………….….…………73 4.4.1 The Comparison of Answers………………………………..………….…92 5. GENERAL DISCUSSIONS……………………………………….…....…………94 5.0 Introduction………………………………………………………..…………94 5.1 General Discussion………………………………………….………………..94 5.2 Answers to the Research Questions……………………………………….…98 6. IMPLICATIONS AND SUGGESTIONS………………………………………..101 6.0 Introduction…………………………………………………………………101 6.1 Summary of Major Findings in the Study…………………………………..101 6.2 Implications and Pedagogical Suggestions…………………………………103 6.3 Suggestions for Further Study………………………………………………105 REFERENCES…………………………………………..…………………...……..106 APPENDIX 1……………………………………………….………………………110 APPENDIX 2…………………………………………………………………….…118 APPENDIX 3…………………………………………………………………….…126
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