A study of light verb collocations involving have, make, and take used by Taiwanese university students

淡江大學機構典藏 > 外國語文學院 > 英文學系暨研究所 > 學位論文 > Item 987654321/29944

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题名:	A study of light verb collocations involving have, make, and take used by Taiwanese university students
其它题名:	臺灣大學生輕動詞連用語詞使用之研究台灣大學生輕動詞連用語詞使用之研究
作者:	劉振蘋;Liu, Chen-pin
贡献者:	淡江大學英文學系博士班林春仲;Lin, Chun-chung
关键词:	字彙連用詞;文法連用詞;輕動詞;lexical collocations;syntactic collocations;light verbs
日期:	2006
上传时间:	2010-01-10 23:13:04 (UTC+8)
摘要:	本研究旨在探討台灣大學生寫出含有輕動詞have、make及take的字彙及文法連用詞的能力。總共有二百名台灣北部某大學的學生參與本研究，他們依照外語能力測驗的分數分成三組。本研究所使用的測試工具有三，一是連用詞的翻譯測驗，二是一份有關個人語言背景的問卷，第三份問卷採書面作答，請受測者回憶錯誤部分在翻譯時所使用的策略。本研究所探討的連用詞類型有三：一為動詞＋名詞的字彙連用詞，二為動詞＋名詞＋介系詞＋名詞的文法連用詞（即第一種文法連用詞），三為動詞＋名詞＋修飾用的片語或子句的文法連用詞（即第二種文法連用詞）。本研究結果顯示，學習者使用含有have、make及take的連用詞的能力與其英文程度有正相關性。而受測者在字彙連用詞上表現最佳，在第二種文法連用詞上表現次之，在第一種文法連用詞上表現最差。受測者在連用詞次類型上的表現不一，大致與關鍵字的熟悉度、母語對各次類型所產生的影響、語義及語法的限制，以及學習者對這些限制的知覺有關。錯誤類型顯示，在含有輕動詞have、make及take的字彙及文法連用詞中，介系詞和冠詞比動詞及修飾用的片語或子句困難。最後，錯誤的直覺和記憶造成大多數錯誤的產生。 This study aimed to investigate Taiwanese university learners’ production of lexical and syntactic collocations of have, make, and take. A total of two hundred university students in a northern Taiwan university participated in the study. They were divided into three groups according to their scores in Foreign Language Proficiency Test. A collocation translation test, a questionnaire on learners’ linguistic background, and a written retrospective questionnaire were used as materials for the study. The results of the study indicated a positive relationship between the learners’ English proficiency and their competence in using collocations of have, make, and take. Besides, the learners as a whole performed best in lexical collocations composed of a verb and a noun; second in the syntactic collocations composed of a verb, a noun, and a modifying phrase or clause; and worst in the syntactic collocations composed of a verb, a noun, and a prepositional phrase. But they differed in their performances in the subtypes in accordance with the difficulty of the key word given, the degree of semantic and syntactic constraints imposed on each subtype, the learners’ awareness of the constraints, and the different degrees of L1 influence in each subtype. The error patterns revealed that prepositions and articles were more difficult than verbs and modifying elements in collocations of have, make, and take. Finally, reliance on wrong intuition and wrong memory contributed to most errors.
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