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研究生: 張絮茵
hsuyin chang
論文名稱: 漢英語言混用--以香港國際學校為例
Chinese English Code Mixing--A Case Study of Hong Kong International School
指導教授: 葉德明
Yeh, Teh-Ming
學位類別: 碩士
Master
系所名稱: 華語文教學系
Department of Chinese as a Second Language
論文出版年: 2004
畢業學年度: 92
語文別: 中文
論文頁數: 119
中文關鍵詞: 語言轉換語言混用國際學校雙語
英文關鍵詞: code mixing, code switching, interntational school
論文種類: 學術論文
相關次數: 點閱:220下載:84
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  • 本研究的重點在探討香港國際學校中,有、無漢語語言背景的學生其漢,英語混用程度與漢語流利度的關係。量化實驗結果顯示,有漢語背景或無漢語
    背景的學生,程度的高低達不到統計上的差異性,即不會造成不同的結果,表示兩組都有混淆的情形,在面對漢語句時會降低生物性策略的使用,尤其是基本句型NVN會受到英語的反影響,這主要是因為許多有背景的學生他
    們的第二語言事實上並不是漢語,而是英語。同時也發現學生母語的處理策
    略會正向遷移,運用到第二語言處理中,第二語言的語句處理策略也會反向遷移,反過來運用在第一語言處理之上。再經過質化行動研究的錄音分析之後,針對課堂上語言混用提出教學建議,教師應該提出清楚的標準並說明要求的目的,多進行句間的整句轉換,在學生混用後進行錯誤分析,藉以提升學生語言意識,幫助學生在第一語言的基礎上加速學習。未來研究可進一步探討語言混用與兩種語言習得的關係,以及在面對不同對象採用的不同語言
    策略。

    The purpose of this study is to investigate the classroom code-mixing situations at an international school classroom in the view of the following three hypotheses: 1. Students who have the Chinese language background (regular stream) would perform better than those who do not (accelerated stream) in Chinese sentence processing. 2. Students at the higher language proficiency level would perform better than those at the lower proficiency level. 3. There would be language transfer between Chinese and English students. A questionnaire and tape-recording were used as quantitative and qualitative research methods in order to analyze the code mixing results. Data were collected from students at the highest and lowest proficiency levels from both language streams.

    The study has shown statistically significant difference between the students in both language streams who co-mixed their first and second languages. For example, the students in the regular stream (i.e. with the Chinese language background) were found to clearly exhibit forward transfer from Chinese to English, and backward transfer from English to Chinese. Further statistical analysis also reveals that the students in the regular stream signicantly used more of the Chinese (semantic) processing strategy--i.e. animacy or inanimacy--to decide which the agent of a sentence is. On the other hand, the students in the accelerated stream were found to prefer the English (syntactic) processing strategy--i.e. word order and the second noun-- to choose which the agent of a sentence is. Based on the findings, pedagogical implications and suggestions for further studies are provided.

    第一章 緒論……………………………………………………………… 1 第一節 研究背景…………………………………………………… 1 第二節 研究動機…………………………………………………… 2 第三節 研究問題…………………………………………………… 3 第四節 名詞解釋…………………………………………………… 4 第二章 文獻探討………………………………………………………… 7 第一節 雙語者……………………………………………………… 7 一、雙語者(Bilingual)的定義……………………………… 7 二、雙語者的學習特色…………………………………………… 9 三、小結………………………………………………………… 9 第二節 雙語者的語言系統………………………………………… 10 一、Readlinger and Park單一語言系統理論………………… 11 二、Poplack兩種語言系統假設………………………………… 11 三、Chomsky共同語法假設……………………………………… 12 四、小結………………………………………………………… 12 第三節 語言轉換機制……………………………………………… 14 一、Poplack自由語素限制與平衡限制………………………… 14 二、Myers-Scotton主體語模組………………………………… 15 三、Miracle兩種轉換機制……………………………………… 16 四、小結………………………………………………………… 17 第四節 社會語言學中的語言混用………………………………… 17 一、語言優勢…………………………………………………… 18 二、語言輸入…………………………………………………… 18 三、語言情境…………………………………………………… 19 四、語言功能…………………………………………………… 20 五、小結………………………………………………………… 22 第五節 心理語言學中的語言混用………………………………… 23 一、Bates and MacWhitnney競爭模式………………………… 24 二、漢、英語詞序……………………………………………… 25 三、第二語言學習者的語句處理機制………………………… 28 四、小結………………………………………………………… 29 第六節 教學法與語言混用………………………………………… 30 第三章 研究方法………………………………………………………… 32 第一節 研究程序…………………………………………………… 32 第二節 資料蒐集方法……………………………………………… 32 第三節 母體與抽樣設計…………………………………………… 33 一 、 母體……………………………………………………… 33 二、 樣本設定………………………………………………… 33 三 、 抽樣方法………………………………………………… 34 第四節 問卷設計及測試方式……………………………………… 35 第五節 行動研究…………………………………………………… 38 第四章、測試結果與分析………………………………………………… 39 第一節 基本資料分析……………………………………………… 39 一、人數分析…………………………………………………… 39 二、有漢語背景高級班抽樣樣本分析………………………… 41 三、有漢語背景初級班抽樣樣本分析………………………… 44 四、有漢語背景高、初級班樣本綜合分析…………………… 47 五、無漢語背景高級班抽樣樣本分析………………………… 50 六、無漢語背景初級班抽樣樣本分析………………………… 53 七、無漢語背景高、初級班樣本綜合分析…………………… 56 第二節 有漢語背景初、高級班句子處理模式…………………… 59 一、檢定方法 – t分配……………………………………… 59 二、英語句……………………………………………………… 61 三、漢語句……………………………………………………… 65 四、漢語可逆句之採用………………………………………… 70 五、小結………………………………………………………… 71 第三節 無漢語背景初、高級班句子處理模式………………… 72 一、英語句……………………………………………………… 72 二、漢語句……………………………………………………… 75 三、小結………………………………………………………… 78 第四節 有、無漢語背景學生句子處理模式比較………………… 79 第五章 實驗結果討論…………………………………………………… 83 第一節 假設檢驗結果……………………………………………… 83 第二節 結果討論…………………………………………………… 84 第六章 教學建議………………………………………………………… 88 第一節 教學上的問題……………………………………………… 88 一、課室中語言混用的情形…………………………………… 89 二、需求………………………………………………………… 89 三、語言能力的反應…………………………………………… 90 第二節 教室中語言混用的功能…………………………………… 91 一、動機………………………………………………………… 91 二、處理方式…………………………………………………… 93 第三節 小結………………………………………………………… 97 第七章 結論與建議……………………………………………………… 99 第一節 結論………………………………………………………… 99 第二節 研究限制.………………………………………………… 101 第三節 未來研究方向……………………………………………… 102 參考書目…………………………………………………………………… 103

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    張欣戊,鄭玲宜。(1998)。國語詞序對理解的影響。台灣大學心理學研究所。

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