教育學報



中學生作文中觀念的顯性聯繫的研究

1996.第24卷第1期(Vol. 24 No. 1).pp. 43–66

 

中學生作文中觀念的顯性聯繫的研究

Research on Secondary School Students' Idea on Explicit Coherence in Chinese Writing

何萬貫(Man-Koon HO)

摘要

在篇章中,「觀念」聯繫的方法,可分為隱性的聯繫和顯性的聯繫。前者以意連為主,包括「遠程聯繫網絡」及「多元聯繫網絡」;後者以黏連為主,包括:省略、指稱、時間、連詞等。本研究主要是探討中一、中三、中五高成績組與低成績組學生在「顯性聯繫的測試」中的表現。研究結果顯示,不同班級高、低成績組學生在「省略聯繫」、「指稱聯繫」、「時間聯繫」和「連詞聯繫」方面的表現,都有顯著的差異。尤其是在連詞聯繫方面,連詞的使用是否恰當可作為區別優劣作文(學生)的一個重要指標。

Abstract

Coherence can be divided into Implicit Coherence and Explicit Coherence. The former mainly bases on idea, including "Distance Coherence Network" and "Multi-Coherence Network"; while the latter stresses cohesion, that is, ellipsis, referential, time, conjunctive and the like. The research aims to probe the different performance between high ability students and low ability students of S.1, S.3 & S.5 in the test of Explicit Coherence. The result showed that in whatever level, both groups of students did have distinctive difference in their performance of "Ellipsis Cohesion", "Referential Cohesion", "Time Cohesion" and "Conjunctive Cohesion". The appropriate use of "Conjunctive Cohesion", particularly, is also an accurate indicator of good writing.