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題名:年齡、語言能力、性別、與語體對中國學生英語代名詞之習得與使用的影響
作者:吳睿純 引用關係
作者(外文):Jui-Chun Wu
校院名稱:國立清華大學
系所名稱:語言學研究所
指導教授:曹逢甫
學位類別:博士
出版日期:2003
主題關鍵詞:年齡語言能力性別語體英語代名詞ageproficiencygenderstyleEnglish pronoun
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本研究旨在探討年齡、語言能力、性別、與語體對中國學生英語代名詞之習得與使用的影響。我們設計了三個實驗,蒐集在台灣學習英語之兒童與成人在不同語體中使用英語代名詞的現象。兒童受試者主要為二十位(十男十女)全美語幼稚園之學生,而成人方面則包含四十位大專學生,其中二十位為男性,二十位為女性,而每一性別又依其英語能力分為兩組。所有的受試者都以英語參與我們所設計的三個實驗,分別是英語問答、看圖說話、以及說故事。
實驗結果顯示,不同年齡層的學習者傾向使用不同的策略以減少代名詞的使用,成年人大多以重複之前所提及的名詞組來取代代名詞的使用,而兒童除了重複名詞組之外也大量的使用空代詞(zero anaphora)。而語言能力高者在代名詞的使用上也比語言能力低者來得好,例如:他們使用較少的空代詞,也犯較少的錯誤,同時他們使用代名詞的頻率也比較高。性別上的差異讓一向被視為較體貼的女性受試者使用較少的代名詞,而且相較於男性而言,她們也被認為是學得較好且較快的語言學習者(Boyle, 1987; Ekstrand, 1980; Farhady, 1982; Larsen-Freeman & Long, 1991),因此她們所犯的代名詞錯誤也比較少。至於語體的不同也影響了受試者的表現,我們發現受試者在需要付出較多注意力的語體中會犯較少的錯誤,同時代名詞的使用頻率也相對較少。
本研究之結果顯示年齡、語言能力、性別、與語體皆或多或少影響了中國學生英語代名詞之習得與使用,我們希望這樣的分析對日後外語習得及社會語言學的研究有所啟發與貢獻,更希望能在英語教學,尤其是英語代名詞的教學上有正面的幫助,讓英語教師在面對不同年齡、不同性別,甚至是語言能力不同的學習者時,能設計出更合適的教學方法與策略。
This study aims to examine the role of age, proficiency, gender, and style in determining Chinese EFL learners’ acquisition and use of pronouns. Data collected for the purpose of the study were taken from a series of experiments conducted to elicit both child as well as adult (both high and low levels of proficiency) Chinese EFL learners’ use of English pronouns. Twenty 5-9 year-old children (10 males and 10 females) at an all-English daycare center and 40 college students (20 males and 20 females half of each sex are of high proficiency and half are of low proficiency) participated in three oral tasks, namely, question and answer, picture description, and story telling. Results suggested that all those extra-linguistic factors to some extent did affect learners’ pronominal use. First, we found that the learners of different ages were apt to use different strategies to decrease the use of pronouns. Besides, high proficiency learners generally outperformed their low proficiency counterparts in all aspects of pronominal use. Considering the gender difference, owing to their varying degrees of considerateness in conversation, it was found that the female learners used fewer pronouns than the males did. Moreover, the female learners also committed fewer pronominal errors as they have long been deemed as better and quicker language learners (Boyle, 1987; Ekstrand, 1980; Farhady, 1982; Larsen-Freeman & Long, 1991). As for the style difference, results showed that the learners produced fewer pronominal errors and had lower percentage of pronominal use in tasks that required more attention. It is hoped that the results of this study can reveal some pedagogical implications for EFL teachers while teaching the English pronominal system to different age/gender and various proficiency-level learners.
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