臺灣博碩士論文加值系統

以英語為外語的寫作過程不同於母語寫作，因為無論學習者的英語能力如何，都會在母語和英語之間做語言交換，以解決在英語寫作中碰到的問題。台灣的英語學習者在英文寫作中無法以適當的文法規則和英語詞句表達時，習慣先以母語思考然後再逐字翻譯成英文。由於中文和英文分屬不同語系，在寫作過程中求助於母語的補償策略往往會造成母語干擾而產生語言轉移錯誤。
本研究藉由分析英文寫作的文法錯誤，探討母語的負向移轉。資料蒐集來自台灣高職學生的英文寫作，以編碼系統分類整理文法錯誤，並運用錯誤分析和對比分析解讀資料。從描述性統計與跨語言的分類描述所得到的結果顯示：(1)學生常犯的文法錯誤為時態誤用、主詞動詞不一致、連動句、冠詞誤用、單複數錯誤、詞性錯誤、連綴動詞(to be)遺漏、不完整句、逗號連句；(2)在文法錯誤的英文句子中出現典型的中文詞構語法特徵可歸因於母語干擾；(3)除了母語干擾，其他可能造成文法錯誤的因素包括：學生缺乏接觸真實性的英文，以及英文單字、搭配詞和文法的知識不完整。本研究亦延伸探討如何幫助學生減少母語干擾並增強英文寫作能力的具體教學策略。

EFL writing is distinct from L1 writing processes in that EFL learners, despite their proficiency, switch back and forth between their native language and the target language to approach an intractable problem while composing in the target language. Taiwanese EFL learners habitually think or draft in their native language first and then translate their ideas mentally or literally into English when they encounter difficulty searching for appropriate grammar rules and expressions in English. The compensatory strategy of resorting to L1 in second or foreign language writing is bound to trigger mother tongue interference and result in transfer errors, especially when L1 and L2 belong to different language families.
The present study attempts to investigate such negative transfer from Chinese to English by examining grammar errors in EFL writing. Data were gathered from English compositions written by vocational high school EFL students in Taiwan; a coding scheme was developed to categorize and summarize the data, and both error analysis and contrastive analysis were conducted to interpret what the grammar errors revealed. The results drawn from descriptive statistics and cross-linguistic typological descriptions illustrated that (a) the most common grammar errors involved tense misuse, subject-verb disagreement, serial verb construction, article misuse, singular/plural errors, misused part of speech, preposition errors, missing copula (to be), subordinate clause fragments, and comma splices, (b) most of the errors were traceable to negative transfer from Chinese to English as typical Chinese morpho-syntactic features were identified in the ungrammatical English sentences, and (c) apart from mother tongue interference, other possible factors contributing to grammar errors included scant exposure to authentic English and incomplete knowledge of English vocabulary, collocation, and grammar. Pedagogical implications pertaining to ways of helping students reduce mother tongue interference and reinforce English writing skills were discussed as well.

Abstract (Chinese)…………………………………………………... i
Abstract (English)…………………………………………………... ii
Acknowledgements…………………………………………………. iv
Table of Contents…………………………………………………… v
List of Tables………………………………………………………... viii
List of Figures………………………………………………………. ix
CHAPTER ONE INTRODUCTION……………………………….. 1
1.1 Research Background…………………………………………………. 1
1.2 Purpose of the Study…………………………………………………... 5
1.3 Research Questions……………………………………………………. 7
1.4 Significance of the Study……………………………………………… 8
1.5 Definition of Terms……………………………………………………. 10
1.6 Organization of the Study……………………………………………... 12
CHAPTER TWO LITERATURE REVIEW……………………….. 14
2.1 Contrastive Analysis and Typological Distance……………………….. 14
2.2 Error Analysis and ESL/EFL Writing…………………………………. 16
2.3 Mother Tongue Interference…………………………………………… 19
2.4 Empirical Studies on Negative Morpho-syntactic Transfer………….... 21
CHAPTER THREE METHODOLOGY…………………………… 28
3.1 Research Design……………………………………………………….. 28
3.2 Participants…………………………………………………………….. 29
3.3 Measuring Instrument and Data Collection…………………………… 30
3.4 Error Identification and Classification………………………………… 32
3.5 Error Quantification and Interpretation……...…………………………
CHAPTER FOUR RESULTS AND DISCUSSION………………... 37
40
4.1 Introduction……………………………………………………………. 40
4.2 Absolute Error Frequency and Percentage…………..………………… 40
4.3 Most Frequently Committed Errors………………..………………….. 42
4.4 Chinese-English Morpho-syntactic Distinctions and Mother Tongue Interference……………………………………………………………..
47
4.4.1 Nouns: Number and Definiteness……………………………… 47
4.4.2 Verb Conjugation……………………………………………….. 52
4.4.2.1 Tense ……………………………………………………. 53
4.4.2.2 Subject-Verb Agreement……………………………....... 57
4.4.2.3 Serial Verb Construction………………………………... 59
4.4.3 Copula (to be)…………………………………………………... 64
4.4.4 Part of Speech……………………..…………………………… 66
4.4.5 Preposition……………………………………………………… 69
4.4.6 Parataxis: Comma Splices……………………………………… 72
4.4.7 Sentence Fragment: Subordinate Clause Fragment……………. 74
CHAPTER FIVE CONCLUSION………………………………….. 77
5.1 Introduction……………………………………………………………. 77
5.2 Summary of Research findings………………………………………... 77
5.3 Pedagogical Implications……………………………………………… 79
5.3.1 Clarity of Learning Difficulty………………………………….. 81
5.3.2 Awareness of Typological Differences…………………………. 82
5.3.3 Enhancement of Collocational Knowledge…………………….. 83
5.3.4 Writing Activities and Correction Exercises…………………… 85
5.3.5 Assessment and Evaluation…………………………………….. 87
5.4 Limitations of the Study……………………………………………….. 88
5.5 Suggestions for Future Research………………………………………. 89
REFERENCES……………………………………………………… 91
Appendix A: Error Classification Scheme Developed by Chen (2006)………… 103
Appendix B: Transcription Notations…………………………………………... 106
Appendix C: Examples of Erroneous Sentences in the Sample Writing………... 107

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