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| Title: | 學測指考英文佳作分析:文法句型之使用
An Analysis of Sentence Structures in JCEE Advanced Writers` English Compositions |
| Authors: | 張曉鵑
Chang, Hsiao-Chuan |
| Contributors: | 尤雪瑛
Yu, Hsueh-Ying
張曉鵑
Chang, Hsiao-Chuan |
| Keywords: | 英文文法句型
英文寫作教學
學測指考英文佳作
英文篇章結構教學
sentence structures
teaching writing
good composition samples by GSAT and DRT Test Takers
teaching discourse functions |
| Date: | 2019 |
| Issue Date: | 2019-04-01 14:34:35 (UTC+8) |
| Abstract: | 臺灣高中生為大學入學所準備的學測與指考中，英文作文是英文科非選擇題的題型之一。以大考中心公佈之英文作文評分標準為例(滿分20分)，一篇優秀的作文，須包含四個層面:內容(5分)、組織(5分)、文法和句構(5分)、字彙及拼音(5分)。然而，近幾年大考中心考後研究報告指出，多數的學生皆未能達到其預定的12分合格標準，零分者也非常多。以107年為例，學測有14132位考生零分；指考有 5525位。此現象引起教育學者及高中教師對英文教學的深切省思：如何在授課進度緊湊且多以文法教學為導向的教育現場中有效進行作文教學？
在學測指考作文題目的引導下，內容、架構都有被提示，但文法和單字運用就憑作者實力而有所不同。這份研究是以近6年內(101-106學年度)學測指考公佈之166篇英文佳作為研究範本，旨在研究英文作文高分者文章中文法句型之使用。本研究欲得知這些高分群學生文法句型的運用上為何？在五大句型中，那些句型運用居多？那些較少？有關於句型的錯誤為何？希望藉此研究給予具體的英文作文之教法。
研究結果顯示，佳作中針對五大句型的使用頻率如下：複句(complex sentences)最多，簡單句(simple sentences)居二，複合句(compound-complex sentences)第三，合句(compound sentences)第四，特殊句型(marked sentences)最少。不管何種句型，高分者會運用副詞系統及不定詞去延展句意；此外，篇章結構的修辭語法(rhetorical functions)也常見於佳作中。關於文法句型的錯誤，在複句及合句中，有錯誤的連接詞使用，或者遺漏連接詞等現象。簡單句則以動詞主動、被動錯誤使用，主詞動詞無一致性錯誤為主。複合句常因要連接過多訊息而使句型結構過於複雜，造成語意模糊，影響讀者解讀之情況。特殊句型因為結構特別，高中課本特別注重，所以錯誤較少，錯誤如分詞構句前後主詞不一、分裂句中的錯誤人稱代名詞使用等。此外，標點符號錯誤使用亦在各句型中被發現。
研究結果建議，高中英語教師在教作文時可以鼓勵學生適時加入副詞系統及不定詞豐富句意；此外，長久以來寫長句及複雜句才能得高分的迷思應破除，教導用篇章結構的修辭語使句型多元延展才是更有效的教學。佳作中少量的特殊句型建議教師應教導學生適時適當的使用特殊句型，並且不列為教學重點。冀望能對高中英文作文現場有所幫助。
In Taiwan, English has always been the first concern in foreign language learning. High school students’ writing abilities are evaluated in the Joint College Entrance Exam (JCEE), the General Scholastic Ability Test (GSAT) and the Department Required Test (DRT). However, the evidence shows that student writers do not reach the expected standard (12 points out of 20) on the tests. Take the paragraph-writing task on GSAT and DRT in Academic Year 107 for example. A total of 14132 test takers received a zero point score on GSAT and 5525 examiners on DRT. JCEE evaluates students’ compositions in a comprehensive way covering four major components: content (5 points out of 20), organization (5 points out of 20), grammar and syntactic structure (5 points out of 20), and vocabulary and spelling (5 points out of 20). The two linguistic traits—grammar and vocabulary—are the focus of teaching in high school and, without the two components as a scaffold in writing, it is difficult for writers to organize and express their ideas accurately and fluently in a logical way. The study will narrow down the scope to grammar and syntactic structure, particularly in terms of sentence structures, and examine how they work in the higher achievers’ compositions. The purpose is to learn what linguistic characteristics of sentence structures are considered keys to higher quality.
This study investigates the sentence structures in 166 writing samples of the advanced writers displayed by the College Entrance Examination Center. The five sentence types and their subclasses are investigated: simple sentences, compound sentences, complex sentences, compound-complex sentences, and marked sentences. Quantitatively, their frequencies, including raw numbers, percentages, and ranks are calculated. Qualitatively, their characteristics and incorrect sentences with mistakes related to sentence structures are examined. The calculation shows that complex sentences were most-frequently used (1131 cases, accounting for 37.18% of the total), simple ranked second (937, 30.80%), compound-complex third (432, 14.20%), compound fourth (363,11.93%), and marked sentences are the least-frequently used (179, 5.89%). Overall, sentence-expanding strategies of using the adverbial system and infinitive structures occurred frequently. The complex sentences in the samples have a discourse function: The thoughtful arrangements of background and foreground information are common. Grammatical errors like the misuse of subordinators or omission of the marker that happen occasionally. The simple sentences are long and diversified because the advanced writers often use sentence expanding strategies. A few grammatical errors relating to verb forms are found in the simple sentences. Compound-complex sentences were long and structurally complicated. The samples show a wide range of combinations of coordinators and subordinators in use. Grammatical errors, such as the omission of that and run-on sentences, are found in the samples. Compound sentences with clauses linked by and or but are the two most frequent structures, while the others are in the minority. Few ungrammatical sentences are found, including run-on sentences and sentences with a lack of equivalence. Among marked sentences, participials and inversions, particularly negative inversions, are used most frequently. The other marked structures occur infrequently. A few errors are found among the marked sentences, such as dangling-modifiers, the misuse of relative pronouns in it-clefts, and mechanic punctuation problems. At last, some pedagogical implications of teaching writing were proposed, including reminders of encouraging sentence-expanding strategies and rhetorical function of sentence structures and the caution of using compound-complex and marked sentences. |
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| Description: | 博士
國立政治大學
英國語文學系
935515061 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0935515061 |
| Data Type: | thesis |
| DOI: | 10.6814/DIS.NCCU.ENG.001.2019.A09 |
| Appears in Collections: | [英國語文學系] 學位論文
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