查詢結果分析
來源資料
相關文獻
- Subsumable Relationship among Error Types of EFL Writers: A Learner Corpus-Based Study of Expository Writing at the Intermediate Level
- 錯誤分析在翻譯教學中的應用
- 英文「假設語氣」(Subjunctive Mood)與「時式」(TENSES)教學技巧研究
- 翻譯課程之設計--以西翻中為例
- 視障者的語言問題:視障生點字錯誤分析
- 英文「假設語氣」(Subjuncitve Mood)與」時式(Tenses)教學技巧研究
- 研究與教學合一: 以分「一元二次方程式」的錯誤為一個例子
- Binary Error Analysis of Sight interpretation from English into Chinese and its Pedagogical Implications
- A Developmental Process of Constructing Meaning: A Reading Miscue Analysis of a Reader
- Investigating Chinese EFL Students' Interlanguage -- Focus on English Passive Voice
頁籤選單縮合
題名 | Subsumable Relationship among Error Types of EFL Writers: A Learner Corpus-Based Study of Expository Writing at the Intermediate Level=學生英文作文錯誤呈現包含關係:以中級英檢寫作樣本為例 |
---|---|
作者 | 曾琦芬; Tseng, Christine Chi-fen; |
期刊 | 英語教學 |
出版日期 | 20160300 |
卷期 | 40:1 2016.春[民105.春] |
頁次 | 頁113-151 |
分類號 | 805.17 |
語文 | eng |
關鍵詞 | 錯誤分析; 量化文本分析; 英文說明文; Error analysis; Quantitative text analysis; EFL expository writing; |
中文摘要 | 本研究針對臺灣學生所撰寫的英文說明文的寫作特徵進行錯誤分析。所分析的語料是360篇全民英檢中級寫作測驗的寫作樣本,其中五分115篇、四分125篇、三分120篇,通過中級寫作測驗分數為四分。研究方法採量化內容分析,分析結果確認四類共41項特徵代碼,其中18項與句中文法正確性相關的錯誤類型,10項與字詞選擇相關的錯誤類型,8項與文章連貫性、凝聚性和一致性有關的錯誤類型,其餘5項則與英文說明文文體修辭結構有關的特徵。所有的特徵和錯誤一一登錄計數,並進行ANOVA變異數分析,計有2,734個錯誤是跟句中文法正確性有關、1,837個錯誤跟字詞選擇有關、354個錯誤跟文章連貫性、凝聚性和一致性有關,與英文說明文文體修辭結構有關的特徵計有468個。愈高分的作文組別錯誤愈少;進一步跨組別比較錯誤發現,三組的高頻率錯誤類型顯示包含的關係,即五分組的高頻率錯誤類型包含於四分組的高頻率錯誤類型中,四分組的高頻率錯誤類型則包含於三分組的高頻率錯誤類型中,由此推論,臺灣學生在學習英文寫作的過程中,有些錯誤類型會持續出現在進階的寫作中;在說明文文體修辭結構方面,分數愈高的組別,呈現的特徵次數愈多,相較於通過中級寫作測驗的四分和五分組,三分組在段落主題句和結論句部分掌握較差,結論句尤然。據此,本研究針對英文寫作教學以及未來相關研究提出建議。 |
英文摘要 | This study investigates critical features of expository writing by Taiwanese EFL learners. The paradigm of quantitative text analysis is applied to examine 360 writing samples from the GEPT writing corpus at the intermediate level, of which 115 score five, 125 score four, and 120 score three. Passing grades are four and above. Analysis of the writing samples yields a code list of 41 codes which come in four categories. Among these codes, 18 are error types related to withinsentence grammaticality, ten related to word choice, eight related to text coherence, cohesion and unity, and the other five related to features of rhetorical structure of expository writing. All the errors and features are counted. The results yield 2,734 error counts related to within-sentence grammaticality, 1,837 error counts related to word choice, 354 error counts related to text coherence, cohesion and unity, and 468 feature counts related to rhetorical structure. The higher the writing score is, the fewer errors are identified. ANOVA is conducted to verify between group differences. A comparison of frequency counts of prevalent error types across groups reveals a subsumable relationship between error types of the three groups—subset of error types of the 5-point group comes in the center subsumed by the subset of error types of the 4-point group, which in turn is subsumed by the subset of error types of the 3-point group. Such a relationship suggests that some types of errors are more persistent in the process of learning EFL writing and that other types of errors are easier to eradicate. As for features of rhetorical structure, the higher score a group has, the more features are exhibited. The 3-point writings do not handle topic sentences and concluding sentences well, the latter in particular. Based on the results, pedagogical implications are provided. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。