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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/29954

    Title: Taiwan EFL learners' acquisition of English temporal morphemes in reference to lexical semantics of verbs in mandarin and English
    Other Titles: 中文及英文之動詞語意與時貌在臺灣外語學習者時態詞素習得上所扮演之角色與影響
    Authors: 李慧嫺;Lee, Hui-hsien
    Contributors: 淡江大學英文學系博士班
    范瑞玲;Fahn, Rueih-liring
    Keywords: 時貌假設理論;詞素習得;母語的影響;lexical aspect;the aspect hypothesis;verbal morphology
    Date: 2006
    Issue Date: 2010-01-10 23:13:32 (UTC+8)
    Abstract: 於1970年代以來,外語學習者在時態(貌)詞素上的發展與習得一直是研究與教學者所著重的重點。語言學習者實際使用時態(貌)的狀況,無論正確與否,對於教學方法的設置與其是否有效是很重要的因素。因此本研究的目的在於調查動詞字尾詞素-ed與-ing的分佈是否符合時貌假設理論的預測,因為此可作為學生發展中第二語言時態系統的指標。此外,本研究的另一個目的則是調查學生的母語對於學習英文時態系統的角色與影響。
    Since the morpheme studies of the 1970s, the investigation into how L2 learners acquire the tense and aspect morphology has been the focus of many descriptive and pedagogical accounts of languages. It is suggested that knowledge of how learners actually use the tense-aspect forms (both appropriately and inappropriately) would be a contributing factor to the implementation and effectiveness of certain pedagogical methodologies. Hence, the purpose of the study is to investigate whether the distributions of verbal inflections -ed and -ing were in accord with the predictions of Aspect Hypothesis since they are an indicator of the developing temporal system. In addition, the present study also concerns how temporal notions and structures of learners’ L1 affect their learning of English tense and aspect system.
    Participants were 105 English majors from two universities and one institute of technology in northern Taiwan. They were asked to carry out a number of tasks including a narrative writing task, a cloze test, a translation test, a multiple choice test containing tense and aspect questions and a multiple choice translation test. Data were collected in two separate phases with an interval of three weeks and analyzed by means of across and within category analyses and SPSS. Specifically, the statistical procedures include descriptive analyses, t-tests, and one-way ANOVAs.
    The results indicate that learners’ use of verbal inflections -ed and -ing were in line with the predictions of aspect hypothesis in that the progressive -ing were mostly attached to activity verbs and the past -ed were often attached to accomplishment and achievement verbs. As to the role of L1 temporal notions in the development of English tense and aspect system, it is found that a) form and meaning did not develop to the same degree, b) aspect is developed prior to tense, and c) learners’ uses of English present perfect, past perfect and inflection -ing were under the constraint of their mother tongue. On the basis of the findings, pedagogical implications, the limitations of the present study and recommendations for further study are provided.
    Appears in Collections:[英文學系暨研究所] 學位論文

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