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研究生:姚韋如
研究生(外文):Yao, Wei-Ju
論文名稱:檢視高中英文教科書及學生作文中之近義動詞
論文名稱(外文):A Critical Review of Near-synonym Verbs in Taiwan High School English Textbooks and Students’ Compositions
指導教授:張郇慧張郇慧引用關係
指導教授(外文):Chang, Hsun-Huei
口試委員:蘇以文何萬順
口試委員(外文):Su, I-WenHer, One-Soon
口試日期:2020-07-07
學位類別:碩士
校院名稱:國立政治大學
系所名稱:英國語文學系
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:2020
畢業學年度:108
語文別:英文
論文頁數:86
中文關鍵詞:近義詞教科書近義動詞
外文關鍵詞:Near-synonymsTextbooksNear-synonym verbs
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近似同義詞被定義為在廣義上字義相同的字,但在特定的上下文中,他們不是每次都可以替換。因為差異對於語言學習者實在非常細微,所以可能會造成學生字使用這些字時產生問題。本研究的目的是要第一先歸類廣泛被使用的高中英文課本中動詞的近似同義詞成四個類別:句法及搭配詞的變化、風格的變化、表達情緒的變化以及字義的變化。並進一步觀察這些近似同義詞如何在最被廣泛使用的高中英文教科書中呈現及被學生使用在大學入學考試的作文佳作中,並了解學生是否可以從這些同義詞的變化的到幫助。
在此研究中,除了檢視最被廣泛使用的教科書本身外,其補充教材也一併審視。研究中的學生作文涵蓋了106至109年的兩種入學考試。藉由根據Edmonds (2002)的近似詞變化來分類近似詞組及對照這些字在學生作文佳作的使用,此研究發現近似詞組在課本中呈現的變化數量,不見得可以幫助或干擾學生對於近似詞在作文佳作中的使用。
Near-synonyms are defined as words that share the same meaning in a broad level, but in certain context, they are not always interchangeable. Since the difference is so subtle to language learners, it may cause problems when students are using these words. The aim of the study is to first classify the verb near-synonyms presented in the vastly used series of English textbooks among senior high schools into four categories: syntactic and collocational variations, stylistic variations, expressive variations and denotational variations. And further look into how these near-synonyms were presented in the most-used textbooks in senior high schools in Taiwan and used in high-scoring essays of College Entrance Exams to see if students can benefit from the variations of these near-synonym pairs/groups.
In the study, the most popular series of textbooks were examined and besides textbooks themselves, the supplements are also investigated in the study. Students’ high scoring essays are from year 106 to 109 for both college entrance exams. By first classifying the near-synonym pairs/groups according to Edmonds’ (2002) near-synonyms variations and comparing them with students’ uses of these words in their high-scoring esassys, the study found that the number of variations presented in the textbooks for near-synonym pairs/groups do not necessarily help or interfer with students’ use of those near-synonym words in their essays.
TABLE OF CONTENTS

Chinese Abstract vi
English Abstract vii

Chapters

1. Introduction 1

1.1 Motivation 1
1.2 Significance of the Study 2
1.3 Research Questions 3
1.4 Organization 4

2. Literature Review 5
2.1 Definition of Near-synonyms 5
2.2 Classifications of Near-synonyms 7
2.3 Problems of Near-synonyms in Language Learning 11
2.3.1. Taiwanese Students’ Near-synonym Use and Struggles 13
2.4 Research on Verb Near-synonyms 14
2.5 Summary and Gap of the Previous Studies 15

3. Method 17
3.1 Data for Analysis 17
3.2 Procedures of Data Analysis 20
3.2.1 Classification of Near-synonyms in Textbooks 20
3.2.2 Presentation of the Near-synonyms in Textbooks 22
3.2.2.1 Presentation of the syntactic and collocational variations 22
3.2.2.2 Presentation of the stylistic variations 27
3.2.2.3 Presentation of the the expressive variations 28
3.2.2.4 Presentation of the the denotational variations 29
3.2.3 Analysis of the Presentation of Near-synonyms in Textbooks 31
3.2.4 Near-synonyms in High-scoring Essays 34

4. Results and Discussion 37
4.1 Near-synonym Pair/Group in the Textbooks 37
4.1.1 One Variation Dimension Near-synonym Pair/Group in the Textbooks 39
4.1.1.1 Collocational and syntactic variation pair/group in textbooks 39
4.1.1.2 Expressive variation pair/group in textbooks 42
4.1.1.3 Denotational variation pair/group in textbooks 43
4.1.2 Two Variation Dimension Near-synonym Pair/Group in the Textbooks 44
4.1.2.1 Collocational and syntactic & stylistic variation pair/group in textbooks 44
4.1.2.2 Collocational and syntactic & denotational variation pair/group in textbooks 46
4.1.2.3 Denotational & expressive variation pair/group in textbooks 50
4.1.2.4 Denotational & stylistic variation pair/group in textbooks 51
4.1.3 Three Variation Dimension Near-synonym Pair/Group in the Textbooks 53
4.1.3.1 Collocational and syntactic, denotational & stylistic variation pair/group in textbooks 53
4.1.4 Four Variation Dimension Near-synonym Pair/Group in the Textbooks 55
4.1.5 No Variation Dimension Near-synonym Pair/Group in the Textbooks 55
4.2 Students’ Use of Near-synonyms in High-scoring Essays 56
4.2.1 One Variation Dimension Near-synonym Pair/Group in High-scoring Essays 57
4.2.1.1 Collocational and syntactic variation pair/group in high-scoring essays 57
4.2.1.2 Denotational variation pair/group in high-scoring essays 60
4.2.2 Two Variation Dimension Near-synonym Pair/Group in High-scoring Essays 61
4.2.2.1 Collocational and syntactic & stylistic variation pair/group in high-scoring essays 61
4.2.2.2 Collocational and syntactic & denotational variation pair/group in high-scoring essays 64
4.2.2.3 Denotational & expressive variation pair/group in high-scoring essays 70
4.2.3 Three Variation Dimension Near-synonym Pair/Group in High-scoring Essays 70
4.2.3.1 Collocational and syntactic, denotational & stylistic variation pair/group in high-scoring essays 70
4.2.4 Zero Variation Dimension Near-synonym Pair/Group in High-scoring Essays 72
4.3 Misuses of Near-synonyms in Students’ Essays 72

5. Conclusion 77
5.1 Summary of the Major Findings 77
5.2 Implications 79
5.3 Limitations and Suggestions for Further Studies 79

References 81

Appendix A 84
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