本研究在探討兩種不同教師回饋對新竹縣國小六年級學童英文句型寫作之影響以及此兩種回饋對學生英語學習態度與動機的影響。此研究以來自新竹縣某國小六年級兩個班級學生為研究對象，此二班級隨機指派為實驗組及控制組。實驗組實施習作批改時的間接回饋而對照組則實施傳統直接回饋，每週均批改一次習作。經過14週的回饋後，兩組皆進行英文句型寫作測驗並施以英語學習態度與動機問卷;3週後再進行英文句型寫作延宕測驗。研究結果顯示，學生受過教師的間接回饋批改後在英文句型寫作之正確率上有顯著進步，此顯著進步也表現在延宕測驗中的介系詞題型；但其對訂正習作上錯誤則表現顯著焦慮。希望本研究能為英語老師在教學實務上提供助益。 / The present study mainly aimed at investigating the effects of two different types of teacher feedback on English sentence writing accuracy. Meanwhile this paper also aimed at examining learners’ attitudes of the two different types of teacher feedback, and the changes of learners’ attitudes and motivation towards English learning after the implementation of different teacher feedbacks. Two sixth-grade classes in Hsin Chu County were randomly assigned to be the experimental group and the control group. The experimental group received indirect feedback (IDF) on their workbook while the control group received traditional direct feedback (DF) once a week. After the 14-week treatment, an English writing proficiency test and an English learning attitudes and motivation questionnaire were administrated to examine learners’ sentence writing accuracy and their learning attitudes and motivations respectively. Finally, a retention test was conducted in 3 weeks later to know the retention effect of two types of teacher feedback. The findings showed that the IDF had helped students gained significant progress on sentence writing accuracy. Moreover, the significant improvement was also presented on the aspect of preposition in the retention test. However, the IDF group expressed significant anxiety towards correcting errors on workbooks after the treatment of IDF. Hopefully, the findings of the present study may provide English teachers with some useful pedagogical implications.

本研究以台灣中部地區一所高級職業學校的27名三年級學生為對象，旨在探討利用課外時間應用短篇故事引導學生英語句型寫作的效果。藉由學習日記、教學觀察日記、以及訪談等質化研究方法收集資料，資料分析則以深入了解研究對象對於短篇故事教學的感受為目的，並於研究期間經由不斷反思與調整，以尋求更為實用可行的教學方法。本研究結果發現：一、短篇故事教學能更強化研究對象的句型寫作能力與學習動機；二、短篇故事教學的經驗對於研究者的課程設計能力以及教學技巧具有相當大的助益；三、經由不斷地反思與調整，研究者逐步發現了更為實用可行的教學方法；四、對於研究對象的句型寫作能力發展具有真正影響力的是他們自身的學習態度，而不是程度高低。根據上述幾點發現，研究者於文末總結出幾項研究重點與局限性，並對未來相關研究提出建議。 / Targeting 27 senior three students at a vocational high school in central Taiwan, this action research project used extracurricular activities to explore the effects of applying short stories on the development of learners’ sentence writing competence. By means of qualitative techniques, including learning logs, teaching logs and interviews, results were analyzed and interpreted with an attempt to have a profound understanding of the participants’ responses to short story teaching and to derive a more feasible approach through continuous reflections as well as adjustments. The findings concluded from the results included: 1) short story teaching could better enhance both the development of the participants’ sentence writing and their motivation; 2) the experience of short story teaching was beneficial for the teacher researcher’s curriculum design and teaching techniques; 3) a more feasible approach had been built through continuous reflections and adjustments; 4) it was not a learner’s proficiency level but his learning attitude that affected the development of his sentence writing during the teaching stages. Based on these findings, pedagogical implications and limitations of this project are proposed; in addition, recommendations for future studies are provided at the end of this thesis.

本論文為提供一個能輔助學生學習英漢翻譯與漢英翻譯時，搜尋翻譯例句的環境。我們的平行語料是利用網路上可取得的文件，如：英語教學網站、學習單等，利用人工擷取中英文對照的句子。標記化語料庫中記錄了中文句、英文句、中文句斷詞後的結果、中文句的詞性標記、中文句結構樹以及英文結構樹等資訊。 使用者輸入的查詢句可包含中文句、英文句及中英文混合句。我們的系統會依據不同的搜尋功能，針對查詢句作前處理，如：斷詞、詞性擷取、結構樹分析、詞性還原、查詢句的詞彙擴展等，再與標記化語料庫作比對，最後提供與查詢句相似的中英文對照句子給使用者，讓使用者在學習翻譯時，有更多類似句可以參考。 我們的系統不容易使用正規的方式評估；為了評估系統的效能，我們記錄各個搜尋功能，在不同門檻值下所得到的類似句句數，並利用NIST及BLEU來評估本系統所提供的類似句品質；另外我們透過問卷調查請受試者勾選本系統所提供類似句。問卷調查結果顯示受試者對於本系統所提供的類似句共識度並不高；本系統在提供10句類似句中，僅有1.6句的類似句是受試者認為有幫助的。 / I present an environment for searching related translations between Chinese and English. A parallel and tagged corpus was constructed based on the text material obtained from the Internet, including English teaching websites and public learn¬ing sheets. The corpus contains both English and Chinese sentences, the infor¬mation about how the Chinese strings were segmented, the POS tags of the Chinese words, and the syntactic structures of the English and Chinese sentences. The user can use our system to do some queries by entering a Chinese sentence, an English sentence, or any pattern with mixed Chinese and English. The query sentence will be preprocessed according to the search function which the user selects, and the results of preprocessing will be used to search in the tagged corpus. The search results will be the reference sentences that are related to the query sentence. A formal evaluation of our system is not easy. I evaluated the system by entering a set of selected queries. For those tests, I recorded and compared the amount of reference sentences the system returned, and evaluated the quality of the reference sentences with their BLEU and NIST scores with some standard translations. In addition, I evaluated my system with the help of human subjects. Human subjects were asked to choose useful sentences from the reference sentences returned by my system. Experimental results indicated that the agreements between human subjects were not high, and the human subjects found that only about 1.6 sentences were useful from 10 reference sentences.

漢語語法研究，自《馬氏文通》(1898)以來，到了本世紀三、四十年代在「革新」的旗幟下，在南方的一批語法學家展開了「文法革新討論」而探索漢語語法研究的新方向和方法；在北方，出現了三套的漢語語法的新體系。高名凱(1910~1965)是語言學家，漢語語法學者。四、五十年代漢語語法界的重要人物。他在哲學的基礎下，對漢語語法有深入的探究，並且在普通語言學方面有突出的成就。他在漢語語法方面主要專著《漢語語法論》（初版1948；修訂本1957）是從句法角度分析來研究漢語的基本結構規則而歸納漢語結構的類型。他的語法論的主要特徵是：一、注重句法的研究；二、注重表示語法範疇的虛詞的研究；三、注意句型的研究。特別的是他把語法分為表知語法和表情語法，而從不同的角度探討漢語句法結構。本文主要探討高名凱論「漢語結構規則」標準及方法，即漢語句法結構的規則及其理論體系。他根據表知語法和表情語法，把句法分析分為造句法和句型結構法：造句法是根據表知語法角度進行分析漢語句法成分的語義關係，而歸納結構類型；句型結構法是根據表情語法的角度探討漢語句子的結構類型。筆者研究這一題目的主要目的在於：以《漢語語法論》為主要對象（以其他論著為輔），探索高名凱句法理論的主要特點。本文共分六章，各章重點如下：第一章緒論，主要介紹高名凱和他的《漢語語法論》在漢語語法研究史上的地位和價值，並簡述句法分析的方法及本文的研究方法。第二章主要簡述高名凱句法理論產生的背景及理論基礎。第三章造句法，主要探討高名凱漢語的造句規則和句法結構的類型，即句法結構的分類標準及他所歸納的五種（規定、引導、對注、並列和聯絡）結構類型。第四章句型結構法，主要探討高名凱的句型的分類方法和漢語句子類型，並討論高名凱所主張的表情語法的主要根據和表達情意的語法方式。第五章主要對高名凱句法理論體系的諸問題的進一步探討。主要有：（一）「詞組」的範圍問題；（二）主謂結構的定位問題；（三）結構虛詞；（四）特殊句式（以上是造句法）；（五）否定句問題；（六）詢問句和疑惑句的區分問題；（七）表情虛詞（以上是句型結構法）。第六章結論，重新檢討高名凱句法理論體系並加以評估。