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題名 | A Syntax Note for English Teachers: From the Concepts of Case Theory=與英語教師分享的一點語法淺見:從格位理論談起 |
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作 者 | 楊淑媖; | 書刊名 | 國立彰化師範大學文學院學報 |
卷期 | 4 民94.11 |
頁次 | 頁226-243 |
分類號 | 805.16 |
關鍵詞 | Universal grammar; Case theory; 語法; 格位理論; |
語文 | 英文(English) |
中文摘要 | 愈來愈多的專家學者,從語言學的角度,特別是語言結構的觀點來探索外語習得的議題,國內外從事外語教育的工作者也發現,這些成果間接或直接地有益於英語教學。 本文闡述普遍語法(Universal Grammar)中的格位理論(Case Theory),如何能幫助英語教師對英語某些結構性質的認知,對一些表上看起來複雜且沒章法的語言現象,理出些頭緒也看出些道理來。除了介紹英語格位的基本概念,本文透徹的分析,格位觀念如何用來解釋一些所謂的片語。作者提出論證,說明一些原來英語教師要學生背誦的片語,如果瞭解英文某些介系詞除了給格位,並無其他語意上的作用,這些原來須要辛苦死背的片語,其實就能有更輕鬆自然的學習方式。例如:“John likes Mary”和“John is fond of Mary”的意思相仿,為什麼“like”後面不須“of”,“fond”後面卻一定要有“of”?英文老師通常要學生把“fond of”當片語背,而格位理論卻能提出合理的解釋。本文也指出其他一些臺灣學生常有的錯誤,或在學習過程中說不出道理的一些用法,也和格位觀念息息相關。 作者旨不在使英語教師直接運用本文的論述,而是讓教師們瞭解消化這些理念後,依學生的英文程度、理解力、年齡,將這些觀點能轉化成適合學生吸收的教學語言,進而調整某些片語教學的策略。 |
英文摘要 | More and more L2 researchers approach the issue of L2 acquisition from a linguistic perspective relating to the theory of language structure. Accordingly, language educators find insightful viewpoints from the research helpful directly or indirectly to their teaching. This paper explores how Case theory, one of the subsystems in UG, can enrich ESL/EFL teachers' metalinguistic knowledge to look into the real structure of the seemingly intricate language phenomena. In addition to showing how Case assignment operates in English, this paper presents detailed analyses on how the concepts in Case theory can be applied to explain the various so-called phrases in English. The author argues that many phrases such as “fond of,” “proud of,” “be aware of,” etc., which EFL students are asked to memorize one by one, can actually be dealt with nicely once an English teacher realizes that the preposition “of” in these phrases just functions like a dummy Case marker. Some of the areas where Chinese students have common errors and where they find arduous in their learning English are also fully discussed in terms of the concepts in Case Theory. For example, students may be confused why the preposition “about” is obligatory in sentences like “He is anxious about her behavior” but not in sentences like “He is anxious whether she will behave herself.”Some principled explanations are provided to help ESL/EFL teachers deal with learner errors like this and other learning difficulties in a systematic way. Hopefully, these explanations and descriptions would help EFL/ESL teachers come up with pedagogically appropriate grammar for their students of different levels. The author has tried her best to minimize linguistic jargons in this paper. When it is indispensable, simple and clear explanations are provided to make this paper accessible to ESL/EFL teachers. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。