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    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/38747

    Title: 台灣大學生英語被動語態的使用
    The use of English passive voice by Taiwanese college students
    Authors: 曾郁芬
    Contributors: 尤雪瑛
    Yu, Hsueh-ying
    Keywords: 英語被動式
    English passive voice
    Discourse analysis
    English textbook
    Date: 2009
    Issue Date: 2010-04-09 15:43:40 (UTC+8)
    Abstract: 本研究旨在探討台灣大學生英語被動語態的使用,並且探討台灣大學生是否理解英語被動語態在單句以及篇章的功能。本研究受試者為27位政大英語系大一作文班學生。受試者使用英語被動語態的語料則由三種不同類型的研究工具蒐集而來:中英單句翻譯,英文篇章選擇,與英文作文。
    The present study investigates the use of English passive voice by Taiwanese college students. The purpose is to see how Taiwanese college students use English passive voice on sentential and discourse level, and if they understand the functions of English passive voice from their performances. Twenty-seven college students participated in this study. And their uses of English passive voice were investigated with three different instruments, Single-sentence Translation, Passage Completion and English Compositions.
    The results of the analysis showed that Taiwanese college students do not have complete understanding on English passive voice. In Single-sentence Translation, the participants fail to recognize the correct voice in translating Chinese sentences when Chinese passive markers are removed. This finding points out that the participants do not have the knowledge of English verb types, their argument patterns, and semantic roles. Because they are unable to identify the type of English verbs in the sentences, they are not aware of the semantic roles of noun phrases accompanying the verbs in the sentences. As a result, they are unable to produce correct English passive sentences. In Passage Completion, however, the participants’ performances indicate they understand English passive voice is a useful device in facilitating the connections between the sentences and maintaining thematic progression of passages. In English Compositions, it is found that the participants demonstrated ways of using English passive voice that are not observed in the previous two research instruments. Their performances show that they know how to use this structure to facilitate the cohesion as well as coherence of their writings, and how to use English passive voice to establish the idea they want to elaborate on in the paragraph.
    To see how Taiwanese EFL learners build up their knowledge of English passive voice, English textbooks of junior high and senior high school are reviewed to see how this structure is presented. It is found that much emphasis is placed on the introduction of English passive voice on sentential and syntactic level, neglecting the introduction on discourse and semantic level. Based on the findings in the present study, it is suggested that the teaching of English passive voice include the introduction of this structure on discourse and semantic levels to help Taiwanese EFL learners gain a more comprehensive understanding of English passive voice.
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    Description: 碩士
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G0095551017
    Data Type: thesis
    Appears in Collections:[英國語文學系] 學位論文

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