English  |  正體中文  |  简体中文  |  Post-Print筆數 : 11 |  Items with full text/Total items : 88987/118693 (75%)
Visitors : 23570520      Online Users : 181
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/117088


    Title: Of-constructions in the Predicate of demonstrate and show in Academic Discourse
    學術論文中引述動詞demonstrate和show之受詞of-句式
    Authors: 陳立茵
    Chen, Li-Yin
    鍾曉芳
    Chung, Siaw-Fong
    Keywords: of-constructions;reporting verbs;academic discourse;synonym
    of-句式;引述動詞;學術論文;近義詞
    Date: 2014-10
    Issue Date: 2018-05-08 16:28:00 (UTC+8)
    Abstract: This study investigates of-constructions in the predicates of two reporting verbs, demonstrate and show, in academic discourse. A construction perspective is taken to examine how the two predicate constructions ([demonstrate N1 of N2] and [show N1 of N2]) would differ when the information-weighting of N1 and N2 are considered. The noun phrases are compared following Sinclair's (1991) conception of semantic headedness. He notes the peculiarity of of through the expression of double-headed constructions (i.e., considering both N1 and N2 as the semantic heads). This study adopts this framework and applies it to analyze the of-constructions of the two synonymous verbs. The results show that headedness of the of-constructions can be used to identify the subtle differences between the two synonyms. Demonstrate displays greater information weight predominated by double-headed constructions and tends to be associated with abstract conception for providing evaluative (e.g., importance, limitation) and modal (e.g., possibility, ability) functions. Show follows closely after demonstrate in the double-headed constructions, but further analysis reveals that show varies from demonstrate by displaying evidential functions through its co-occurrence with nouns denoting perspectives (e.g., pattern, organization), representations (e.g., diagram, position) and cause and effect (e.g., results, impact). It was also found that only show displays a propensity for N2-headed nouns as characterized by N1 measure nouns (e.g., degree, level) and evidential nouns (e.g., sign, evidence). Pedagogical implications are provided to indicate where demonstrate can replace show in academic writing.
    本文旨在比較學術論文中兩個動詞近義詞demonstrate及show之受詞中的of-句式([demonstrate N1 of N2]和[show N1 ofN2]),採用Sinclair(1991)的semantic headedness論點,以結構語法的角度來檢視這兩個句式中的名詞N1之間的差異。結果顯示這個方法可以成功的找出demonstrate和show之間的相異之處,我們發現demonstrate較常與語意內涵豐富的名詞組一起出現,並且較廣泛用於表達作者的評價(例:importance,limitation)及情態(例:possibility, ability)等功能。然而show較常與證據類詞一起出現,用於表達宏觀面貌(例:pattern,organization),表象(例:diagram, position),以及因果關係(例:results, impact),此外,我們也發現show常被用於表達測量單位詞(例:degree, level)和證據類詞(例:sign, evidence)。最後,我們針對本研究結果設計了一些教學活動,為幫助學習者區別這兩個近義詞在學術論文中的用法。
    Relation: Taiwan Journal of TESOL, 11(1),105-144
    臺灣英語教學期刊
    Data Type: article
    Appears in Collections:[臺灣英語教學期刊 THCI] 期刊論文

    Files in This Item:

    File Description SizeFormat
    111-105-144.pdf700KbAdobe PDF129View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告
    1.本網站之數位內容為國立政治大學所收錄之機構典藏,無償提供學術研究與公眾教育等公益性使用,惟仍請適度,合理使用本網站之內容,以尊重著作權人之權益。商業上之利用,則請先取得著作權人之授權。
    2.本網站之製作,已盡力防止侵害著作權人之權益,如仍發現本網站之數位內容有侵害著作權人權益情事者,請權利人通知本網站維護人員(nccur@nccu.edu.tw),維護人員將立即採取移除該數位著作等補救措施。
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback