論量化詞範域之歧義性:英文第二語言習得中,台灣學生對於英文量化詞的詮釋
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2004
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Abstract
本論文旨在探討台灣學生對不同句法結構（如：簡單主動句、簡單被動句、雙賓結構、授予結構、主語控制句、賓語控制句）中英語量化詞的詮釋。本實驗共設計兩種測驗（即問答題和圖片選擇題），受試對象為就讀於臺灣師範大學英語學系的30名大二學生及就讀於高雄中學一年級的30名高中生，他們須就出現於六種結構中不同順序（全稱量化詞在偏稱量化詞之前及偏稱量化詞在全稱量化詞之前）的英語量化詞加以詮釋。另外，本實驗尚有18名以英語為母語的人士及15名國文系學生分別擔任兩組控制組。所收集的資料是以SPSS統計軟體裡的卡方檢定與事後比較來分析。
實驗結果顯示：(1)母語影響顯著，且高成就與低成就學生在解讀英語量化詞時並沒有顯著差異；(2) 不同的測驗題型對於受試者在解讀英語量化詞上有顯著影響；(3)受試學生對於量化詞的詮釋受到句法結構的影響，句法結構對臺灣學生與英語母語者的影響有顯著差異；(4) 量化詞的先後順序也對受試學生詮釋量化詞有顯著影響。因此，依本研究結果來看，發展英語教學理論輔助學生習得英語量化詞是必要的；為能對英語量化詞的實證結果提供一個合理的解說，句法學與語意學理論適度的修正亦是必要的。
This thesis aims at investigating Taiwanese students’ interpretations of English quantificational noun phrases (QNPs) in six constructions (i.e., simple active, simple passive, double object, dative, subject control, and object control constructions). Two experimental groups (one consisting of thirty sophomores from the English Department in NTNU, and the other, thirty first-year high school students from Municipal Kaohsiung Senior High School) were asked to interpret sentences with two sequences of QNPs (a universal QNP preceding an existential QNP and an existential QNP preceding a universal QNP) in the six constructions. In addition, there were eighteen English native controls and fifteen Chinese native controls. The experiment consisted of two tasks: a picture-selection task and a problem-solving task. Every response was entered into the SPSS statistics package. The Chi-square test and posterior comparisons were applied for data analysis. The results showed that: (1) L1 influence was significant, and the high achievers and low achievers did not exhibit any significant differences in interpreting QNPs; (2) There was a methodology effect on the subjects’ interpretations of QNPs; (3) There were construction effects on the English learners and on the English native controls; (4) A sequence effect on the subjects’ interpretations of QNPs was obvious. Based on the results, the present study suggests that the development of TEFL theories to help Taiwanese students acquire English QNPs be necessary and that syntactic and semantic theories need to be revised to capture the present empirical findings.
This thesis aims at investigating Taiwanese students’ interpretations of English quantificational noun phrases (QNPs) in six constructions (i.e., simple active, simple passive, double object, dative, subject control, and object control constructions). Two experimental groups (one consisting of thirty sophomores from the English Department in NTNU, and the other, thirty first-year high school students from Municipal Kaohsiung Senior High School) were asked to interpret sentences with two sequences of QNPs (a universal QNP preceding an existential QNP and an existential QNP preceding a universal QNP) in the six constructions. In addition, there were eighteen English native controls and fifteen Chinese native controls. The experiment consisted of two tasks: a picture-selection task and a problem-solving task. Every response was entered into the SPSS statistics package. The Chi-square test and posterior comparisons were applied for data analysis. The results showed that: (1) L1 influence was significant, and the high achievers and low achievers did not exhibit any significant differences in interpreting QNPs; (2) There was a methodology effect on the subjects’ interpretations of QNPs; (3) There were construction effects on the English learners and on the English native controls; (4) A sequence effect on the subjects’ interpretations of QNPs was obvious. Based on the results, the present study suggests that the development of TEFL theories to help Taiwanese students acquire English QNPs be necessary and that syntactic and semantic theories need to be revised to capture the present empirical findings.
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Keywords
第二語言習得, 邏輯形式, 全稱量化詞, 範域, 句法學, 偏稱量化詞, L2 Acquisition, Logical Form, universal quantifier, scope, syntax, existential quantifier