透過您的圖書館登入
IP:44.192.16.60
  • 學位論文

如何利用語料庫的資料增進台灣學生英文動詞,造句和作文的寫作能力

Improving Taiwanese Students’ English Writing in Verbs, Sentences and Compositions by Using Corpus-derived Materials

指導教授 : 曹逢甫 張俊盛
若您是本文的作者,可授權文章由華藝線上圖書館中協助推廣。

摘要


本文旨在探討如何利用語料庫的資料增進台灣學生英文動詞,造句和作文的寫作能力的應用。本文分為兩部分。第一部份探討雙語語料庫的應用。前人研究較少討論英文動詞使用的教學與英文主動/被動語態的教學。本文第一部份先調查與分析學生的錯誤。實驗證明兩個雙語語料庫 (光華雜誌與香港立法局) 可以提供大量的中英對比句子,幫助學生觀察英文動詞在句子中出現的語境,瞭解英文動詞如何使用,進而降低錯誤。另外還發現雙語語料庫可以幫助學生自己從雙語對比句觀察到兩個語言間語言使用習慣的不同,領會到兩個語言的文法不同。 第二部分探討由網路收集到的 20,409 篇的英文摘要對於英文造句與作文的應用。英文動詞BASE 在語料庫裡屬第二高頻的動詞, 總共出現 8,768 次,也是英文最常以被動形式出現的詞彙之一。然而在我們的調查裡,初級程度與低中級程度的研究生與大學生不太認識該詞並使用該詞造句。因此動詞 BASE 被當成研究的題材。實驗證明單語摘要語料庫可以幫助學生辨識近義詞,擴大英文動詞詞彙習得,增進英文造句的能力。本文另外發現使用英文辭典可以彌補單語語料庫的不足,輔助BASE 與 BASIS這類近義詞的辨識。 在英文作文的應用方面,我們調查學生使用五大類英文動詞寫英文作文,發現學生英文動詞使用非常貧乏,文章結構不佳。實驗證明單語摘要語料庫可以使學生的作文運用到更多的英文動詞,並增進學生TOEFL iBT獨立練習題的英文作文能力。另外還發現英文寫作結構筆記可以增進學生英文作文的結構與組織。本文的研究發現有潛力延伸至英文動詞教學與英文造句作文教學的教材。

並列摘要


This article is concerned with the application of corpus-derived materials to improve Taiwanese students’ English writing in verbs, sentences and compositions. This study is divided into two parts. Since the previous studies have fewer discussions on verb voice errors and verb usage errors, the first part of this study investigates and analyzes learners’ verb errors and accordingly proposes using large bilingual parallel corpora, Sinorama and Hong Kong Laws, to provide EFL learners with complete bilingual authentic examples, to help them to know how a word is used within real contexts so as to reduce the errors. The second part of this study explores the application of a monolingual corpus of our own compilation, the 20,409 abstracts collected from the web source CiteSeer. Verb BASE ranks as the top two high-frequency verb (occurring 8,768 times) in the corpus. BASE is one of the English verbs predominantly used in the passive voice. However, our survey showed that our participants including both EFL graduates and undergraduates at beginning and low-intermediate levels of proficiency can hardly recognize and produce it. On the other hand, a survey revealed a shortage of verb usage of five lexical verb classes and digressive structures in students’ in-class free compositions. It proposes using the monolingual abstract corpus to help EFL learners improve near-synonym distinction, make sentences with target words, expand EFL learners’ range of accessible academic verbs and improve their writing proficiency. Empirical results have proved that the methods proposed are effective. Besides, it found that different cultural expressing conventions can be self-learned via bilingual parallel corpora data. Dictionary definitions assist in near-synonym distinction, and a writing organizational structure note helps students’ compositions to be more well-organized. The findings of this study have potential to spread to teaching materials and especially textbooks for foreign language writing.

參考文獻


Chiang, T.H. (1981). Error Analysis: A Study of Errors Made in Written English by Chinese Learners. Taipei: The Crane Publishing Co., LTD.
Lee, C. and Liu, J. (2009). Effects of Collocation Information on Learning Lexical Semantics for Near Synonym Distinction. Computational Linguistics and Chinese Language Processing, 14 (2), 205-220.
Zhang, Uen-Guo and Zhang, Neng-Fu. (2003). Ancient Chinese Grammar. Ba-Shu.
Alderson. J.C. (2009). Test review: Test of English as a Foreign LanguageTM: Internet-based Test (TOEFL iBT). Language Test, 26(4), 621-631.
Alderson, J.C., & Wall, D. (1993). Does washback exist? Applied Linguistics, 14, 115-129.

延伸閱讀