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頁籤選單縮合
題 名 | How Do Chinese Learners of English Handle the Future Tense and Aspect?=臺灣英語學習者如何習得英語未來時態與時貌 |
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作 者 | 楊立勤; 賴昱達; | 書刊名 | 明道學術論壇 |
卷 期 | 7:3 2011.09[民100.09] |
頁 次 | 頁19-38 |
分類號 | 805.16 |
關鍵詞 | 未來時態; 語法時貌; 詞彙時貌; 情境; 第二語言習得; Future tense; Grammatical aspect; Lexical aspect; Context; Second language acquisition; |
語 文 | 英文(English) |
中文摘要 | 第二語言習得的研究建議,母語若是缺少時態,則學習者會面臨學習英語時態的困擾。其他研究也顯示時貌的習得有連帶關係。然而,針對以中文為母語之英語學習者學習英語時態與時貌的實證研究甚少。因此,本文探討不同英語能力之學習者(含較高英語能力之英語主修學生、較低英語能力之英語主修學生、與非英語主修學生)如何在句中(單一語句層面)與句間(文脈層面)處理英語未來時態與時貌,以及了解中文如何幫助他們在英語時貌上的學習。本研究實驗包含兩份測驗卷,一份有關句中時態與時貌的使用,內容區分為三種未來情境:動詞、語彙、與語法;另一份則有關句間之使用情形。變異數與卡方統計分析顯示,各英語程度組間在句中的未來時態表現上沒有差異,但英語主修學生在三種不同的未來情境中則有顯著差異。此外,各組英語能力之差異在語法時貌與三種詞彙時貌(瞬間達成動詞、動狀動詞、與靜態動詞)之連結上有顯著影響。本研究結果不僅與Bardovi-Harlig(1998)所提出的時貌假設及研究發現吻合,更進一步指出「靜態動詞」是最早習得的詞彙時貌,其他依序為「瞬間達成動詞」、「成就動詞」、與「動狀動詞」。至於在句間方面,時間框架的延續性受到第一個句子中的副詞片語與後方動詞位置之距離的影響。質性分析則證明中文語法時貌能幫助英語語法時貌的學習。簡而言之,本研究可提供英語教師對其學生如何學習英語之未來時態與時貌一個重要的方向,並帶給教師一些教學的啟發。 |
英文摘要 | Research of second language learning has often suggested that learners whose native languages are tenseless would face a difficult position of learning English tenses. Other studies have also revealed the acquisition of aspects in sequence. However, research which has empirically documented how Chinese Learners of English deal with English future tense and aspect is scant. Therefore, the aim of this paper attempts to explore how English learners of diverse English proficiency levels, namely, English majors of higher proficiency level, English majors of lower proficiency level and non-English majors, manage English future tense and aspect intrasententially and intersententially as well as how Mandarin facilitates their use of English aspect. This study involved an experiment, comprised of two sets of questionnaires concerning the use of tense and aspect in sentence level with three different future contexts, viz. verbal, lexical and syntactic future contexts, and the use of tense in discourse level. 66 college students participated in the study. The quantitative analysis of the questionnaires was conducted through ANOVA and Chi-square. Results of this study, in the intrasentential section, showed no discrepant use of future tense among groups, while significant differences of tense in diverse future contexts were found in English majors. Moreover, a significant effect of groups on the link between the use of grammatical aspects and three lexical aspects, that is, achievements, activities and states, were discovered. Although the results also confirmed the aspect hypothesis proposed by Bardovi-Harlig (1998) and was consistent with her findings, this study further pointed out 'states' is the best acquired lexical aspect, followed by achievements, accomplishments and activities. Regarding the intersentential section, the continuity of temporal frame was influenced by the distance between the adverbial phrase in the first sentence and the verb slots. The qualitative analysis demonstrated that Mandarin grammatical aspect assisted the use of English aspect. To conclude, this study may be of importance in providing English teachers with a better understanding of how students learn English future tense and aspect, as well as in bringing some pedagogical implications. |
本系統中英文摘要資訊取自各篇刊載內容。