不同語言背景大學生論說文之主位選擇

Thematic Choice in College Students' Expository Essays of Different Linguistic Backgrounds

李孟穎(Lee Meng-Yin)

指導教授 ： 張珮青

國立臺灣師範大學/文學院/英語學系/碩士(2016年)

https://doi.org/10.6345/NTNU202204517

摘要

本研究旨在採用系統功能語言學檢視不同語言背景大學生論說文中的主位選擇。比較對象為台灣及中國大學生、新加坡大學生、母語人士大學生，並以母語專業人士作為參照。240篇論說文採自亞洲英語學習者國際語料庫(ICNALE, Ishikawa, 2013)，比較的主位為語篇主位、人際主位，及標記主位。

本研究分析結果顯示，此三組大學生的主位選擇模式不盡相同。首先，台灣及中國大學生的語篇主位及標記主位使用頻率上顯著多於母語專業人士，且傾向使用外顯的語篇主位銜接語篇。此外，母語人士大學生的語篇主位及人際主位顯著多於母語專業人士，並包括較多的非正式語域。最後，新加坡大學生的主位選擇近似母語專業人士。與專業人士相較，新加坡大學生的三種主位頻率皆未達顯著，傾向用詞彙而非語篇主位來銜接語篇，他們的主觀性人際主位語氣不似母語人士大學生般語氣強烈，且他們的標記主位能銜接文章主題。

根據分析結果，本研究提供台灣及中國教科書編者及英語教師設計論說文寫作教材的具體建議，並提出以篇章為主的論說文寫作教學法應有其必要。

關鍵字

系統功能語言學 ； 主位選擇 ； 大學生論說文寫作

並列摘要

The study investigates how college students of different linguistic backgrounds organize information in expository essays using NS professionals as a reference. Using a Systemic Functional Linguistic approach, the study compares the thematic choices of 240 controlled essays by Chinese (including essays from China and Taiwan), Singaporean, native college students, and native professionals in the International Corpus Network of Asian Learners of English (ICNALE, Ishikawa, 2013). Three Themes under investigation are textual, interpersonal, and marked Themes.

The results show that the students of different linguistic backgrounds have different patterns of thematic choices. First, the Chinese students deploy significantly more textual Themes and marked Themes than the native professionals to achieve cohesion explicit. Second, the native students utilize significantly more textual Themes and interpersonal Themes than the native professionals. The Themes in the native students’ writing tend to contain more informal registers. Finally, the Singaporean students’ writing exhibits patterns of Themes similar to those of the native professionals. None of the Themes by the Singaporean students is significantly more than those of the native professionals. Their cohesion tends to be achieved implicitly through lexical cohesion. Their subjective interpersonal Themes are not strong in tone as those of native students. Their marked Themes continue the topic.

Based on the findings, some pedagogical implications are offered for the Chinese-speaking EFL textbook writers as well as English teachers to design expository teaching materials. The results of the study may inform the necessity of a more discourse-level approach to teaching expository writing in the Chinese-speaking EFL context.

並列關鍵字

Systemic Functional Linguistics ； thematic choices ； college students’ expository writing

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