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題 名 | An Analysis of Taiwanese Students' Errors in Using English Unit Counters=臺灣學生使用英語單位詞之錯誤分析 |
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作 者 | 郭怡君; | 書刊名 | 人文藝術學報 |
卷 期 | 3 民93.04 |
頁 次 | 頁135-157 |
分類號 | 805.162 |
關鍵詞 | 漢英單位詞; 可數不可數名詞; 錯誤分析; Unit counters; English classifiers; Count; Mass; |
語 文 | 英文(English) |
中文摘要 | 由於不同語言間的差異,可數不可數的概念是學習語言最困難的概念之一。尤其,不可數名詞需和單位詞搭配使用,例如,a loaf of bread,a piece of paper,而這些單位詞隨名詞改變,造成學習的困難。 使用單位詞是學習英語的最大問題卻長久未受重視。本研究設計了二十道英漢對照填充題以了解學生學習英語單位詞的困難。研究目標為十個英語單位詞。有十個學習英語十年以上的臺灣學生參與了本研究。平均正確率為32%,表示英語單位詞連對程度如此高的學生都很困難,可見對其他學生也很困難,值得教學與研究的重視。 另外,我將錯誤分成三類:單位詞錯誤,單複數錯誤及拼字錯誤。百分之九十三的錯誤為單位詞使用錯誤。這可能是因為學生母語與英語歸類原則不同所造成。參與本研究的學生大多以記憶方式學習單位詞。我建議利用語意原則幫助學習。這些原則可以使名詞與單位詞的關係有意義,簡單學習。漢語有許多單位詞,學生可以母語為基礎,學習英語。我們可以鼓勵學生使用不隨語言改變的共通的能力(Cummins, 1984),留意語言間的差異。 |
英文摘要 | Count/mass distinction is one of the most difficult concepts in language acquistion, since it varies from language to language. In particular, mass nouns require unit counters, such as, a loaf of bread, a box of cereal and these unit counters vary with the associated noums, which makes learning a challenge. The use of unit counters is such a big problem in learning English as a second language; however, it has long been ignored. In this study, twenty full-in-the-blank questions with Chinese gloss were designed to investigate learners' difficulties in English unit counters. Ten English unit counters served as the target answers for the blanks. They were given to ten advanced EFL learners in Taiwan. The average correction rate was 32%, which indicates that English unit counters were really difficult for the participants, who had studied English for at least ten years. They must be difficult for other learners, too, and are thus worth attention in language research and teaching. In addition, I divided the errors into three types: unit coounter errors, number agreement errors, and spelling errors. Ninety-three percent were classifier errors, which may be due to the different principles of categorization in L1 and L2. According to the participants, most of them studied unit counters by rote memory. I suggest using the semantic principles instead. These principles make the ‘arbitrary’ relation between nouns and unit counters meaningful, and make learning easier. Chinese has a lot of unit counters. Learners can transfer the unit counters from their first language to English. We can encourage them to make use of this Common Underlying Proficiency (Cummins, 1984), and pay special attention to where the two languages differ. |
本系統中英文摘要資訊取自各篇刊載內容。