系統功能語法教學於記敘文連貫性之影響
| dc.contributor | 張珮青 | zh_TW |
| dc.contributor | Chang, Pei-Chin | en_US |
| dc.contributor.author | 楊介萱 | zh_TW |
| dc.contributor.author | Yang, Jie-Syuan | en_US |
| dc.date.accessioned | 2019-09-03T12:21:57Z | |
| dc.date.available | 2017-07-24 | |
| dc.date.available | 2019-09-03T12:21:57Z | |
| dc.date.issued | 2017 | |
| dc.description.abstract | 本研究旨在探討系統功能語法於記敘文教學的應用，及其對文章連貫性之影響，以增加學生文章連貫性及修辭架構的完整性。修辭架構及主位推進為文章連貫性指標且皆為系統功能語法的重要概念，台灣學生作文常常出現連貫性的問題，然而寫作教學現場仍偏重單字、文法的解說。因此本研究藉由觀察高中生接受系統功能語法教學後的改變，期望能提供不同於往的教學方式。參與學生為北部一所公立高中高二生，男女各十五位，總共三十位。進行十堂課的系統功能語法教學之後探討此教學法對學生看圖寫作文章的總分高低和連貫性的影響。其中連貫性主要透過分析前後測文章在主位選擇、主位推進和修辭架構的差異而定。 研究結果顯示: (一)學生看圖寫作的總分於教學前和教學後有顯著進步，(二)多數學生教學後無標記主位的選擇變多元，(三)後測文章中標記主位的連接詞使用增加，(四)不論前測或後測，學生頻繁使用主位同一型推進模式、(五)教學後修辭架構更趨完整，有助增加文章連貫性。 綜上所述，本文認為系統功能語法對台灣高中生記敘文寫作有正面影響，文步及主位推進教學有助增進學生文章的連貫性。然而此教學法在台灣仍尚未普及，因此仍需更多的教學演示、教案分享、師資訓練和此類研究。本文最後提供教學建議和活動學習單，希望能讓第一線教師更明確知道如何將系統教學法應用於寫作教學中並為相關研究作出些許貢獻。 | zh_TW |
| dc.description.abstract | The aim of the present study was to assess whether the instruction of TCs (Thematic Choices), TPs (Thematic Progressions) and rhetorical structures assisted English as Foreign Language (EFL) senior high school students in producing coherent and well-organized narrative texts. In the present study, TCs refer to the participants in unmarked themes and logical connectors in marked themes. The connections of themes and rhemes across sentences are TPs. Rhetorical structures refer to a particular rhetorical or linguistic pattern and stage conventionally found in similar texts. Rhetorical structures and TPs are indispensable indicators of coherence and important concepts in Systemic Functional Linguistics (SFL) theory. Students in Taiwan often have difficulty producing coherent texts given that most of the teachers lay emphasis on vocabulary and grammatical problems rather than discourse-level ones. The current research investigated the learners’ performance of TCs, TPs and rhetorical structures in picture writings. The participants were thirty 11th graders, composed of fifteen males and fifteen females, from a public senior high school in Northern Taiwan. The intervention consisted of ten classes of instruction. The students’ performances in TCs, TPs, and rhetorical structures were analyzed to understand whether they made progress in coherence after the instruction. A paired-T test was conducted to determine whether the total scores improved in the posttest. Pretest and posttest writings of the three learners, whose pretest scores were the lowest, in the middle and the highest, were further analyzed to verify the findings. Several results were reported: (1) learners’ posttest scores significantly increased. (2) Generally, the learners produced coherent writings after the instruction informed by SFL. Most of the students diversified TCs in posttest writings. That is, the number of logical connectors in marked theme positions increased on posttest, which enhanced coherence. (4) The most frequently used TP type was constant TP in both pretest and posttest writings, but more TP types were employed to increase coherence in the posttest writings. (5) Most of the rhetorical moves were identified and well-established after the intervention, which helped create coherence. In conclusion, the present research found that the instruction helped improve coherence in the 11th graders’ picture writings. Nonetheless, the generalizability of these results was subject to certain limitations. For instance, the intervention merely lasted 3 weeks and more time was recommended to allow sufficient practice. To implement this approach, however, extended professional development is needed to familiarize teachers with the instruction informed by SFL theory. | en_US |
| dc.description.sponsorship | 英語學系 | zh_TW |
| dc.identifier | G060021065L | |
| dc.identifier.uri | http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G060021065L%22.&%22.id.& | |
| dc.identifier.uri | http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/97388 | |
| dc.language | 英文 | |
| dc.subject | 系統功能語法 | zh_TW |
| dc.subject | 連貫性 | zh_TW |
| dc.subject | 主位選擇 | zh_TW |
| dc.subject | 主位推進 | zh_TW |
| dc.subject | 修辭架構 | zh_TW |
| dc.subject | 記敘文 | zh_TW |
| dc.subject | Systemic Functional Linguistics | en_US |
| dc.subject | coherence | en_US |
| dc.subject | thematic choices | en_US |
| dc.subject | thematic progressions | en_US |
| dc.subject | rhetorical structures | en_US |
| dc.subject | narratives | en_US |
| dc.title | 系統功能語法教學於記敘文連貫性之影響 | zh_TW |
| dc.title | The Impact of the Instruction Informed by Systemic Functional Linguistics Theory on the Coherence in Narrative Writings | en_US |
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