臺灣博碩士論文加值系統

當人們談到一件事物(或人)，指涉詞必須被使用到。然而，不同的語言擁有獨特的方式或規則使用該語言的指涉詞用法。因此，英語學習者在說或寫時，經常困擾著該如何使用以及何時使用等問題。因為這個原因，對於外語學習者來說，英語指涉詞的習得被認為學習語言較困難之處，特別是學習者的母語本身沒有冠詞或指示詞。然而，之前調查台灣學生如何使用指涉詞的研究，並沒有包括指示詞與人稱代名詞。因此，本研究的目的是觀察台灣學生如何使用英語指涉詞以及使用指涉詞的傾向。本研究的受試者分為兩組。一組來自於外語學系;另一組來自農學院。為了觀察台灣學生如何使用指涉詞，受試者被要求完成一篇觀後電影的心得感想。本研究採用Givenness Hierarchy做學生作文中的指涉詞的分析與分類。Givenness Hierarchy是Gundel等人在1993年所提出強調說話者認知狀況的理論。所謂的認知狀況，是指說話者所使用指涉詞的選擇是依據假設聽話者心力的多寡而決定。換句話說，使用冠詞(a /an) 的心力會比使用代名詞(it)來的少。結果指出學生在使用指涉詞都傾向用較低階的認知去代替高階的認知。因此，本研究結果可以幫助台灣老師知道學生使用指涉詞的傾向並幫助學生如何使用以及區分指涉詞之間的差別。

When people refer to objects, referring expressions must be used. However, different languages have different ways or rules to use referring expressions. Therefore, English language learners are often confused about ‘how to use’ and ‘when to use referring expressions when they produce English. For this reason, the acquisition of English referring expressions is considered to be difficult for EFL learners, especially for learners whose native languages do not have article or demonstrative system. However, the previous studies investigating Taiwanese learners did not contain English demonstratives and pronouns. Therefore, the aim of this paper is to investigate how Taiwanese students use all English referring expressions and the tendency of learners’ performance. Participants in this study were divided into two groups: English major and nonmajor. In order to investigate how Taiwanese students use English referring expressions in their language production, participants were asked to finish a movie reflection. Then, Givenness Hierarchy was adopted to analyze and classify English referring expressions in their compositions. Givenness Hierarchy, proposed by Gundel et al.(1993) emphasizes on speakers ’cognitive statuses. The choices of referring expressions depend on how much cognitive effort the speaker assumes on the listener. In other words, using a means much less cognitive effort (i.e. lower status) than using it (i.e. higher status). Participants had a tendency to replace referring expressions in the higher cognitive status with ones in lower status. Therefore, this result can assist language teachers to know the tendency of learners’ use of referring expressions and to improve the teaching of referring expressions to let Taiwanese learners understand how to distinguish the differences among them.

Chinese Abstract……………………………………………………………………i
English Abstract……………………………………………………………………iii
Acknowledgement……………………………………………………………………v
Table of content…………………………………………………………………vⅰ
List of Tables………………………………………………………………………vⅲ
List of Figures……………………………………………………………………x

Chapter 1. Introduction………………………………………………………………..1
1.1. Research Questions……………………………………………………………...3
1.2. Significance of the Study……………………………………………..4
Chapter 2. Literature Review………………………………………………………….5
2.1. Referring Expressions…………………………………………………………...5
2.2. Referring Expressions in English Textbooks……………………………..........12
2.3. Referring Expressions in Mandarin………………………………15
2.4. Acquisition of English Articles by L2 Learners………………………………..19
Chapter 3. Methodology……………………………………………………………26
3.1. Pilot Study……………………………………………………………………….26
3.2. Participants………………………………………………………………………32
3.3. Data Collection………………………………………………………………34
3.4. Data Analysis……………………………………………………………………35
Chapter 4. Result and Discussion……………………………………………………38
4.1. The Frequency of Referring Expressions………………………38
4.2. Accuracy by Proficiency………………………………………………………………40
4.3. Accuracy by Six Cognitive Statuses…………………………………46
4.4. General Discussion……………………………………………………………………………50
Chapter 5.Conclusion……………………………………………………………………………………54
5.1. The Summary of Major Findings………………………………………………54
5.2. Limitations and Suggestions for Future Study………55
5.3. Implication………………………………………………………………………56
References……………………………………………………………………………57
Appendix 1—Twenty Questions about English Articles in the Pilot Study…………64
Appendix 2—Consent Form (English Translation)………………65
Appendix 3—Consent Form (Chinese Version)…………………………66
Appendix 4—Basic Language Structures in Grade1-9 Curriculum…………67
Appendix 5—English Major Student’s Writing Sample……………71
Appendix 6—Nonmajor Student’s Writing Sample…………………………73

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