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研究生:林詩穎
研究生(外文):Shih-Ying Lin
論文名稱:探析影響台灣英文學習者文法判斷之因素
論文名稱(外文):Factors Affecting Taiwanese EFL Learners’ Grammaticality Judgment: Time Constraint, Task Stimuli, and Task Modality
指導教授:許麗珠許麗珠引用關係
指導教授(外文):Li-Ju Shiu
口試委員:趙毓銓羅麗蓓
口試委員(外文):Yu-Chuan ChaoLi-Pei Luo
口試日期:2015-01-19
學位類別:碩士
校院名稱:國立暨南國際大學
系所名稱:外國語文學系
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:2015
畢業學年度:103
語文別:英文
論文頁數:66
中文關鍵詞:文法判斷測驗測驗表現時間限制試題刺激試題形式
外文關鍵詞:grammaticality judgment testperformancetime constrainttask stimulitask modality
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此研究旨在探討台灣英文學習者在文法判斷測驗當中的表現是否會因為1) 時間限制(限時與非限時),2) 試題刺激(合乎文法與不合文法),3) 試題形式(聽力與閱讀),而有所差異以及此三項因素間之相關性。
此研究共有42位大學生參與測驗,受測者需完成四項文法判斷測驗,此四項測驗之題目皆相同,然其中兩個以聽力測驗的形式,另外兩個則是以閱讀的形式,而兩個聽力或者閱讀測驗中,一個必須在限時內完成,另一個測驗則沒有時間限制。此外,受測者需在每個文法判斷測驗後同時完成一份簡短的問卷,其目的為調查受測者在測驗進行當中所使用之策略。最後,受測者需完成一項後設語言知識測驗。此研究結果顯示出,受測者在沒有時間限制下進行測驗,明顯地能獲得更高分數;受測者在所有的文法判斷測驗當中,能更準確地判斷合乎文法之句子;而至於試題形式對受測者的影響則是,受測者在閱讀方式進行測驗下明顯地能獲得更高的分數。

The present study investigated the extent to which learners’ judgments of grammaticality vary in relation to three factors: (1) task stimuli (grammatical versus ungrammatical), (2) task modality (aural versus written), and (3) time pressure. Forty-two EFL learners from one university in Taiwan participated in the study. The participants completed four grammaticality judgment tests (GJTs), all of which required them to indicate whether sentences were grammatical or ungrammatical. The four GJTs had the same items, but two were delivered in a written mode and the other two were delivered in an aural mode. One of the aural/written GJTs was timed (i.e., the participants had to respond under time constraint), whereas the other one was untimed (i.e., the participants could take their time to complete the test). Each of the GJTs consisted of 64 items, targeting 16 English grammar features. The participants also completed a metalinguistic test and a questionnaire, designed to explore the participants’ strategy use while they were completing the GJTs. Results showed that all the three factors had an effect on the learners’ performance. Participants performed better in the grammatical items than in the ungrammatical items. They also performed better in the untimed GJTs than in the timed GJTs. In terms of task modality, the participants had higher accuracy scores in the written GJTs than in the aural GJTs.
中文摘要 I
Abstract II
Table of Contents III
List of Figures V
List of Tables VI
Chapter 1 – Introduction 1
Chapter 2 – Literature Review 4
2.1 Grammaticality Judgment Tests as Measures of L2 Knowledge 4
2.2 Factors Affecting Learners’ Performance on Grammaticality Judgment Tests 7
2.2.1 Response Time 8
2.2.2 Task Stimulus 10
2.2.3 Task Modality 11
2.3 Past Research on Grammaticality Judgment Tests 12
Chapter 3 — Method 16
3.1 Participants 16
3.2 Research Instruments 18
3.2.1 Timed Aural GJT 19
3.2.2 Timed Written GJT 21
3.2.3 Untimed Aural GJT 23
3.2.4 Untimed Written GJT 23
3.2.5 Questionnaire 24
3.2.6 Metalinguistic Knowledge Test 25
3.3 Data Collection Procedure 26
3.4 Data analysis 27

Chapter 4 — Results and Discussion 28
4.1 Time Constraint 32
4.2 Task Stimulus 33
4.3 Task Modality 36
4.4 Strategy use 38
Chapter 5 — Contribution, Limitation and Future Research 40
References 44
Appendix 52
Appendix A. The Grammaticality Judgment Test Items (for all the four GJTs) 52
Appendix B. Grammar features included in the tests 55
Appendix C. Background Information Questionnaire 57
Appendix D. Metalinguistic Knowledge Test 59

List of Figures
Figure 3.1 The sample slide of the timed aural GJT. 21
Figure 3.2 The sample slide of the timed written GJT. 22
Figure 3.3 The sample slide of the untimed aural GJT. 23
Figure 3.4 The sample slide of the untimed written GJT. 24

List of Tables
Table 3.1 The numbers of participants 16
Table 3.2 Grammar features in the GJTs 20
Table 4.1 Reliability scores 29
Table 4.2 Frequencies of checking “Not sure” and blank responses 29
Table 4.3 Descriptive Statistics 31
Table 4.4 Paired-Samples t test: Timed versus Untimed GJTs 32
Table 4.5 Paired-Samples t test: Grammatical versus Ungrammatical items 34
Table 4.6 Paired-Samples t test: Aural versus Written GJTs 36
Table 4.7 Frequencies of the follow-up survey for each GJT 38


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