Errors in Evaluation
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Date
2003-07-??
Authors
Mei-fang F. Lee
Journal Title
Journal ISSN
Volume Title
Publisher
國立台灣師範大學英語學系
Department of English, NTNU
Department of English, NTNU
Abstract
有關學術英語(English for Academic Purposes)的研究指出，英語學習者在撰寫英語學術文章時，常常因為不熟悉引述詞彙(reporting verbs)本身隱含的言外之意而發生引用錯誤的情況。而這些引用上的錯誤可能造成學術文章內容的不連貫，並且大大降低文章的可讀性。因此本文以文章連貫性是寫作者與閱讀者間互動之結果此一角度，輔以Thomposn & Ye’s(1991)將引述詞彙分類的架構，嘗試分析臺灣研究生在撰寫英語學術論文時使用評鑑語彙的情況。分析的結果發現兩種常見的引用錯誤，希望提供將來專業英語教學上進一步研究的參考。
It has been shown that NNS writers of English academic papers tend to misuse quotation because they are not aware of the connotations implied by the reporting verbs they use. Often NS readers find it difficult to identify the attitude a NNS writer holds toward the quoted author because the misuses of reporting verbs result in incoherent discourse. Up to now topics such as verb forms, tens variation in reporting previous literature and the construction of complex noun phrases have been addressed and insights have been incorporated into EAP teaching materials. Little research has been done to investigate how ESL writers use evaluation in reporting verbs as a strategy to achieve discourse coherence in academic articles. Thus this paper, treating coherence in academic articles. Thus this paper treating coherence as a successful outcome of an interactive process between the writer and the reader, aims at identifying possible errors common to EFL writers in their use of evaluation in reporting verbs, which is taken to be a strategy for writers to achieve coherence in academic writing. Focusing on five EFL writers’ uses of reporting verbs, this paper has identified tow errors common to EFL learners, which may be incorporated into EAP writing instruction.
It has been shown that NNS writers of English academic papers tend to misuse quotation because they are not aware of the connotations implied by the reporting verbs they use. Often NS readers find it difficult to identify the attitude a NNS writer holds toward the quoted author because the misuses of reporting verbs result in incoherent discourse. Up to now topics such as verb forms, tens variation in reporting previous literature and the construction of complex noun phrases have been addressed and insights have been incorporated into EAP teaching materials. Little research has been done to investigate how ESL writers use evaluation in reporting verbs as a strategy to achieve discourse coherence in academic articles. Thus this paper, treating coherence in academic articles. Thus this paper treating coherence as a successful outcome of an interactive process between the writer and the reader, aims at identifying possible errors common to EFL writers in their use of evaluation in reporting verbs, which is taken to be a strategy for writers to achieve coherence in academic writing. Focusing on five EFL writers’ uses of reporting verbs, this paper has identified tow errors common to EFL learners, which may be incorporated into EAP writing instruction.