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A Critical Review of Near-synonym Verbs in Taiwan High School English Textbooks and Students’ Compositions
|Issue Date: ||2020-08-03 17:17:01 (UTC+8)|
Near-synonyms are defined as words that share the same meaning in a broad level, but in certain context, they are not always interchangeable. Since the difference is so subtle to language learners, it may cause problems when students are using these words. The aim of the study is to first classify the verb near-synonyms presented in the vastly used series of English textbooks among senior high schools into four categories: syntactic and collocational variations, stylistic variations, expressive variations and denotational variations. And further look into how these near-synonyms were presented in the most-used textbooks in senior high schools in Taiwan and used in high-scoring essays of College Entrance Exams to see if students can benefit from the variations of these near-synonym pairs/groups.
In the study, the most popular series of textbooks were examined and besides textbooks themselves, the supplements are also investigated in the study. Students’ high scoring essays are from year 106 to 109 for both college entrance exams. By first classifying the near-synonym pairs/groups according to Edmonds’ (2002) near-synonyms variations and comparing them with students’ uses of these words in their high-scoring esassys, the study found that the number of variations presented in the textbooks for near-synonym pairs/groups do not necessarily help or interfer with students’ use of those near-synonym words in their essays.
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|Source URI: ||http://thesis.lib.nccu.edu.tw/record/#G0103551018|
|Data Type: ||thesis|
|Appears in Collections:||[英國語文學系] 學位論文|
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