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研究生:連羽姍
研究生(外文):Yu-shan Lien
論文名稱:高中生英文搭配詞與英語學習動機之探究
論文名稱(外文):A Correlational Study of Senior HighSchool Students’ Collocations and EnglishLearning Motivation
指導教授:陳桂容陳桂容引用關係
學位類別:碩士
校院名稱:南台科技大學
系所名稱:應用英語系
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:2010
畢業學年度:98
語文別:英文
論文頁數:134
中文關鍵詞:搭配詞詞彙搭配詞學習動機
外文關鍵詞:collocationlexical collocationlearning motivation
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許多文獻指出,搭配詞的應用中,英文動詞名詞的搭配組合是他們發現為
其字彙學習上很顯著的弱點。過去幾十年來,研究學者已開始重視英文字詞搭
配的重要性,同時也針對學習者的字詞搭配能力進行研究。本研究調查高中生
的英文動詞與名詞字詞及動詞片語搭配的能力,其主要探討議題共有以下五項:
一. 是否高成就(英文成績)的學生所犯的詞類搭配錯誤會比低成就學生來
得少?
二. 是否英語學習動機高組學生所犯的詞類搭配錯誤會比低組學生來得
少?
三. 是否學習成就與學生動詞名詞及動詞片語搭配詞犯錯有相關?
四. 是否學習動機與學生動詞名詞及動詞片語搭配詞犯錯有相關?
五. 學生所犯的動詞名詞組合及動詞片語錯誤類型為何?
本研究共有九十位受測者。他們來自新營高中且為三年級的學生。本研究在
受測者最後一個學期時收集九十位學生三年級上學期三次月考的英文成績,以
及發放填寫一份英語學習動機問卷,將其九十位受測者的三次英文月考成績平
均以及回收問卷中的英語學習動機總分各分為高、中、低三組英語學習成就及
動機。之後並分三個月各別回收一份英文作文,而後將作文做動詞+名詞及動詞
片語錯誤收集。最後將高、中、低組英文學習成就以及高、中、低組英語學習
動機作搭配詞錯誤數量以Windows SPSS12.0中的ANOVA(單因子變異數分析)及
Pearson correlation(皮爾森相關分析)求出前四個研究問題後,分析作文中的
錯誤類型。
單因子變異數分析結果顯示三組成就的學生皆會犯此兩類搭配詞的錯誤,
而高成就學生犯搭配詞錯誤比低成就學生少。三組學習動機的學生也都會犯此
兩類的搭配詞錯誤,而高學習動機的學生犯搭配詞錯誤比低學習動機的學生
少。而皮爾森相關分析顯示出學生此兩類搭配詞犯錯的多寡與他們的成就不同及動機不同是有所關係的。
在本研究中學生的犯錯類型裡,動詞+名詞的犯錯類型歸納出九項: 拼字錯
誤、限定規則錯誤、詞類誤用錯誤、同義詞誤用錯誤、直譯錯誤、造字錯誤、
泛用動詞誤用錯誤、近似字錯誤、以及介系詞置入錯誤。而動詞片語的犯錯類
型規納出七項:拼字錯誤、意義取代、介系詞誤用錯誤、直譯錯誤、詞類誤用
錯誤、限定規則錯誤、以及片語錯置。
A critical review of EFL studies indicated English "verb+noun" (VN)
miscollocation was a dominant lexical weakness among intermediate learners. In the
past few decades, researchers have begun to value the importance of English
collocations, and conducted studies on exploring learners’ collocational knowledge.
This study investigated four point: (1) whether the students in the high English
achievement make fewer collocational errors than the students in the low English
achievement do in terms of collocations, "verb+noun" and phrasal verbs, (2) whether
the students in the high English learning motivation make fewer collocational errors
than the students in the low English learning motivation do in terms of collocations,
"verb+noun" and phrasal verbs, (3) whether the "verb+noun" and phrasal verbs
collocational errors that students made have correlation with English grade
achievement, (4) whether the "verb+noun" and phrasal verbs collocational errors that
students made have correlation with English learning motivation, and (5) what sorts
of collocational errors in terms of "verb + noun" and phrasal verbs that students
made.
Ninety students were from Shin-ying Senior High School. They were all thirdgrade
students. In this study, researcher collected their English grades of first
semester three times in their third-grade, and gave the questionnaire of English
learning motivation to fill out. After collecting the grades and the questionnaires, the
average of English grade and the score of English learning motivation were divided
into high, mid, and low group of English achievement and English learning
motivation. Students were asked to hand in three English compositions in three
months during their last semester in the school. The compositions were analyzed and collected the collocational errors of "verb+noun" and phrasal verbs. Finally, the
collocational errors were analyzed with students’ three level achievement and their
English learning motivation and got the results of the first four research questions
through the function of ANOVA and Pearson correlation in the SPSS 12.0 for
Windows. Then the sorts of two collocational errors were classified.
The results of ANOVA showed the students in three English achievement levels
made the two collocational errors. The students in high English achievement made
less errors than the students in low English achievement. Besides, the students in
three English learning motivation levels also made the two collocational errors. The
students in high English learning motivation made less error than the students in low
English learning motivation. The Pearson correlation showed the two collocational
errors that students made had significant correlation with their different English
achievement and different English learning motivation.
In the sorts of the two collocational errors, the researcher got nine sorts of
"verb+noun" collocational errors: spelling errors, wrong restricted rule use, wrong
derivational use, wrong synonymous use, direct translation, coinage errors, false
concept hypothesize, wrong approximative use, and prepositional intervention. There
were also seven sorts of phrasal verbs error: spelling errors, direct translation, wrong
preposition use, prepositional missing, wrong derivational use, wrong restricted rule
use, and confusedly placed.
CHINESE ABSTRACT………………………………………………….…..………..i
ENGLISH ABSTRACT...…………………………………………………….………iii
ACKNOWLEGMENTS………………………………………………………………v
TABLE OF CONTENTS.…………….………….…………. .....................…..…..…vi
LIST OF TABLES..…………………….………….…………. ……………….....…..x
LIST OF FIGURES...……………….………….…………. ……………………….xiv
LIST OF APPENDIXES..…………….………….…………. ……………..…..........xv
Chapter 1 Introduction……………………………………………….……………..1
Background of the Study………………………………....…………....…….……1
Statement of the Problems ………………………………..…..….….………...2
Purpose and Motivation of the Study…………………….…………………….….4
Research Questions………………………………………..…..…………..….…...7
Significance of the Study ……………...………………….……...…………….....8
Definition of the Terms ………………..………………………………..………...8
Chapter 2 Literature Review………………………………………………………11
Notion of Collocation………… ………………………………………..……….11
Classification of Collocation………………………….......................………......12
Collocations and Other Combinations….………………………..………………16
Importance of Collocation ………………….…………………...……….……. .19
Related Studies of Collocations……………………………….…………………21
Liu (1990a)…………………………………………………………………..22
Liu (2000) ………………………………………………………….……….26
Liu (2002) ………………………………………………………….……….27
Other Related Studies of Collocation……………………………….………28
Learning Motivation………………..…..……………………..…………….….. 31
Defined Motivation and Language Learning Motivation…..…………..……31
Gardner’s Language Learning Motivation and AMTB…………………..….33
Chapter 3 Method………………………………………………………………….35
Research Design…..…...……………………………………..………………….35
Participants………….. ………………………………..….………..…………….35
Instruments…………….…………………………………………………………36
The Questionnaire of English Learning Motivation…………………….…...36
Average Grades of Examinations…………………………………………….38
Three Monthly Compositions………………………………………………..38
Procedure of Data Collection………………..…………………………………...39
Pilot Study………………………………………………………………………..42
Before Analyzing………………………...……………..……..….………….42
After Analyzing……………………………………………………………....43
The Statistical Results……………………………………....……………44
Levels of English Achievement and English Learning Motivation.….….46
Levels of English Achievement and English Learning Motivation vs.
Collocational Errors of "Verb+Noun" and Phrasal Verbs……………..…47
One-Way ANOVA Results …………..…………………….…………….50
Levels of English Achievement and Collocational Errors of VN and
PV…………………………………………………………………50
Levels of English Learning Motivation and Collocational Errors of
VN and PV…………………..…………………………………...52
Pearson Correlation Analysis Results ……..…………………………..54
Data Analysis…………………………….……………………………………..56
Chapter 4 Results and Discussion……………………………………….………...58
The Statistical Analysis Results………………………………..……….…….…58
Levels of English Achievement and English Learning Motivation………..……59
Collocational Errors of "Verb+Noun" and Phrasal Verbs………..………………61
Levels of English Achievement and Collocational Errors of VN and PV..….61
Levels of English Learning Motivation and Collocational Errors of VN and
PV……………………………………………………………………………63
One-Way ANOVA Results……………………………………………………….64
Levels of English Achievement and Collocational Errors of VN and PV.…..64
Levels of English Learning Motivation and Collocational Errors of VN and
PV……………………………………………………………………………66
Pearson Correlation Analysis Results…………………………….……….……..68
The Types of Error Collocations………………………………………….……...70
The Types of Error VN Collocations……………………..………………….70
The Types of Error PV Collocations…………………………………………74
The Conclusion of the Types of VN and PV Collocational Errors…………..78
The Reason Investigation about English Achievement and English Leaning
Motivation………………………………………………………………………..79
The Reason Investigation of English Achievement from Personal Background
Information Questionnaire……………………………………………….…..80
The Reason Investigation of English Learning Motivation from Personal
Background Information Questionnaire…………………………………..…82
The Reason Investigation of English Achievement from English Learning
Motivation Questionnaire…………………………………………………....84
The Reason Investigation of English Learning Motivation from English
Learning Motivation Questionnaire…………………………………………88
Chapter 5 Conclusion…………………………………..…………………..………92
Summary of Major Findings………………………………………………..…...92
English Achievement Levels and Collocational Errors…………………..…92
English Learning Motivation and Collocational Errors……………..………93
Correlation Between Collocational Errors and Two Factors…………..……93
The Types of the Collocational Errors of "Verb+noun" and Phrasal verbs….94
The Reason Investigation from Questionnaire………………………..….…95
Pedagogical Implication…………………………………………………………96
Limitation of the Study………………………………………………………….98
Suggestion for Further Research………………………………………………..99
REFERENCES…………………………………………..…………………………101
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