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研究生：	陳佩瑩 Pei-ying Chen
論文名稱：	高中英文教科書之使役動詞結構：分析與建議 English Causative Verb Constructions in Senior High English Textbooks: Analyses and Proposals
指導教授：	張武昌 Chang, Wu-Chang
學位類別：	碩士 Master
系所名稱：	英語學系 Department of English
論文出版年：	2007
畢業學年度：	95
語文別：	英文
論文頁數：	177
中文關鍵詞：	高中英文教科書、英文使役動詞結構、文法教學、內容分析
英文關鍵詞：	Senior High English Textbooks, English Causative Verb Constructions, Grammar Instruction, Content Analysis
論文種類：	學術論文
相關次數：	點閱：357 下載：41
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中文摘要

本研究旨在檢視高中英文課本提供使役動詞教與學的內容，並且提供教科書編者以及英文老師具體建議以達到有效的使役動詞教學。首先，本研究採內容分析法(content analysis)探討三套高中英文課本以及教師手冊對於使役動詞結構的呈現、練習以及解釋。本研究進而透過準實驗研究法(quasi-experiment)，深入探究此三套教材是否能夠有效提升學生對於使役動詞結構的學習。研究對象為兩班共七十六名高二學生，一班為對照組，另一班則為實驗組。對照組接受的使役動詞教學，係依照本研究所分析的教材內容而設計，教學重點著重形式(form)的講解以及練習。實驗組則是施以強調語意(meaning)以及語用(use)的使役動詞教學。本研究使用前後測設計(pre-post-test design)探討這兩種教學法的效益。
內容分析結果顯示此三套課本對於使役動詞的呈現、練習以及解釋有所不足之處：(1) 版本A 以及B傾向同時呈現不同的使役動詞結構，卻未提供解釋說明其語意以及用法的差異性，(2) 所有版本的課本僅提供單句例句(sentence-level examples)，(3) 版本A 以及B過度強調句型結構練習，(4) 版本A 以及B中的使役動詞文法練習與課文之間的連結性仍有待加強之處。另外，這三套課本所搭配的教師手冊皆無提供完整的資料，幫助高中英文老師有效地介紹使役動詞結構的意思以及用法。上述缺失很有可能導致學生對於使役動詞的意思以及使用兩層面的了解不足。
本研究對象的前後測表現反映出上述缺失對於使役動詞結構學習的負面影響。對照組不論在使役動詞教學前或是後，都無法順利地依照語意以及語境選出最適當的使役動詞。另一方面，實驗組接受使役動詞教學後，卻能在設計為使役動詞意思以及用法的後測試題上，展現顯著的進步，更以顯著之成績優於對照組。這些研究結果顯示這三套課本以及教師手冊無法有效提升學生使役動詞語意以及用法的學習，據此教材應納入語意以及語用的解釋。
另外，前後測結果也顯示句型結構練習雖可有效增進對照組學習較不熟悉的使役動詞句型結構，卻無法更進一步增進該組對於較熟悉的句型結構的學習(如使役動詞make let以及have後加原形動詞)。因此，對於學生較為熟悉的句型結構，高中英語教材應著重其語意以及用法方面的解釋以及練習。
根據分析結果，本研究提供具體的教學建議，以其未來高中英語教材能夠有效提升學生對於使役動詞的了解以及正確使用。

ABSTRACT

This study aims to examine causative verb constructions in senior high English textbooks and to provide pedagogical suggestions for textbook writers and language teachers. A content analysis was conducted to evaluate three sets of senior high textbooks (Textbook A, B and C) and their accompanying teacher’s manuals with regard to the presentation, practice and explanations of causative verb constructions. A quasi-experiment was further conducted to ascertain the effectiveness of the textbook series and teacher’s manuals in promoting the learning of the form, meaning and use of causative verb constructions. Two intact classes of 76 second-year senior high students participated in this study, with one class as the control group and the other as the experimental group. The control group was given an instructional treatment designed on the basis of the material that the three textbook series and teacher’s manuals provide for causative verb structures. The instructional focus was primarily on the explanations and practice of the form of causative verb constructions. On the other hand, the experimental group was given an alternative instructional treatment, which focused on the meaning and use of causative verb constructions. A pre-post-test design was used to probe into the effectiveness of the two types of causative verb instruction.
The results of the content analysis revealed several inadequacies in the textbook series, including (1) simultaneous presentation of causative verb constructions in Textbook A and B, with no functional explications provided, (2) presentation of sentence-level examples in all the textbook series, (3) overemphasis on structural pattern drills in Textbook A and B, and (4) inconsistencies between causative verb constructions presented and practiced in the grammar activities and those occurring in the textbook reading and conversation texts in Textbook A and B. Moreover, the teacher’s manuals accompanying the three textbook series were found to be deficient in linguistic information on the semantic and pragmatic features of causative verb constructions. These inadequacies are likely to result in senior high students’ inadequate knowledge of causative structures in terms of meaning and use.
The results from the quasi-experiment confirmed the negative consequences of the inadequacies observed in the textbooks and teacher’s manuals. The control group performed poorly on the test items designed for meaning and use before and after the instructional treatment. On the other hand, the experimental group not only made significant progress in the posttest items for meaning and use but also significantly surpassed the control group in this regard. These findings suggest that the textbooks and teacher’s manuals are not effective in enhancing the learning of causative verb constructions in terms of meaning and use. This defect can be effectively addressed by providing students with sufficient functional explanations of the target causatives.
The results from the quasi-experiment also demonstrate the effectiveness of structural pattern drills in promoting the learning of the formal features of more recently introduced causative verb constructions, i.e. those of the make + O + p.p., have + O + p.p., get + O + to V and get + O + p.p. structures. This finding suggests that senior high students can benefit from judicious use of structural pattern drills of the forms they are less familiar with. On the other hand, such drills are not effective in further enhancing students’ learning of the forms they are familiar with, i.e. those of the make + O + V, have + O + V and let + O + V structures. Therefore, more instructional attention should be given to their meanings and uses.
Based on the research findings, some pedagogical implications are provided for textbook writers and language teachers.

TABLE OF CONTENTS
CHINESE ABSTRACT...........................................i
ENGLISH ABSTRACT.........................................iii
ACKNOWLEDGEMENTS...........................................v
TABLE OF CONTENTS.........................................vi
LIST OF TABLES.............................................x
LIST OF FIGURES.........................................xiii
CHAPTER ONE INTRODUCTION...................................1
  Background...............................................1
  Motivation...............................................2
  Purposes and Research Questions of the Study.............5
  Significance of the Study................................7
  Organization of the Thesis...............................7
CHAPTER TWO LITERATURE REVIEW..............................8
  Types of Causative Verbs.................................8
  The Scope of Periphrastic Causatives in English..........9
  Semantic Features of Periphrastic Causatives in English.12
    An Overview...........................................12
    The Make-Causative....................................15
    The Have-Causative....................................20
    The Get-Causative.....................................23
    The let-Causative.....................................26
    Meaning Contrasts among the Four Causatives...........27
  Syntactic Behaviors of Periphrastic Causatives..........30
  ESL/EFL Learners’ Use of Periphrastic Causatives........33
  Periphrastic Causatives in Mandarin Chinese.............36
CHAPTER THREE RESEARCH METHOD.............................38
  Materials and Participants..............................38
    Target Textbooks and Teacher’s Manuals for Analysis...38
    Participants..........................................39
  Instruments.............................................41
    Teaching materials....................................41
    Pre- and Post-tests...................................43
      An Overall Design...................................43
      Design of the Test Items for Meaning and Use........46
        The make+ O+ V construction.......................46
        The have + O+ V construction......................49
        The get + O+ to V construction....................50
        The let + O+ V construction.......................53
        The make+ O+ p.p. construction....................55
        The have + O+ p.p. construction...................56
        The get + O+ p.p. construction....................57
    Questionnaires........................................58
  Procedures of the Quasi-Experiment    59
    Before the Instructional Treatments...................59
    During the Instructional Treatments...................60
    After the Instructional Treatments....................64
  Data Analysis Procedures................................64
    Instructional Materials...............................64
    Quasi-Experiment......................................65
CHAPTER FOUR RESULTS......................................67
  Causative Verb Constructions in Each Textbook Series....67
    Selection of Causative Verb
    Constructions.........................................67
    Presentation and Practice of Causative Verb
    Constructions.........................................68
    Correlation between Grammar Activities and Textbook
    Texts.................................................70
  Causative Verb Constructions in Each Set of Teacher’s
  Manuals.................................................73
  Effectiveness of the Two Types of Causative Verb
  Instruction.............................................75
    T-test Results of the Pre- and Post-tests.............75
      T-test Results of the Pre-test......................76
      T-test Results of the Post-test (Form)..............77
      T-test Results of the Post-test (Meaning & Use).....79
    Accuracy Rates of Specific Test Items.................81
      Accuracy Rates of the Pretest Items for Form........81
      Accuracy Rates of the Posttest Items for Form.......82
      Accuracy Rates of the Pretest Items for Meaning and
      Use.................................................83
      Accuracy Rates of the Posttest Items for Meaning and
      Use.................................................89
    Questionnaire Responses to the Instructional Treatments
    ......................................................96
CHAPTER FIVE DISCUSSION...................................99
  Causative Verb Constructions in Senior High School
  Textbooks...............................................99
    Simultaneous Presentation of Causative Verb
    Constructions.........................................99
    Isolated, Uncontextualized Example Sentences.........100
    Overemphasis on Controlled Practice of Form..........101
    Mismatches between Grammar Activities and Text Input.103
  Instruction of Causative Verb Constructions in Teacher’s
  Manuals................................................104
    The Active Make-Causative Construction...............105
    The Active Have-Causative Construction...............105
    The Active Get-Causative Construction................106
    The Let-Causative Construction.......................107
    The Embedded-Passive Causative Constructions.........107
  Effectiveness of the Two Types of Causative Verb
  Instruction............................................108
    Explanations for the Two Groups’ Test Performance....108
      Before the Instructional Treatments................108
        The make-causative...............................108
        The have-causative...............................110
        The get-causative................................111
        The let-causative................................112
      After the Instructional Treatments.................113
        The make-causative...............................113
        The have-causative...............................116
        The get-causative................................117
        The let-causative................................119
    The Two Groups’ Attitudes toward the Instructional
    Treatments...........................................121
CHAPTER SIX CONCLUSION...................................123
  Summary of the Major Findings..........................123
  Pedagogical Suggestions............................... 125
  Limitations of the Study...............................126
  Suggestions for Further Research.......................127

REFERENCES...............................................129
APPENDIX A—Teaching Material for the Ctrl. Group: The 1st Teaching Period..........................................142
APPENDIX B—Teaching Material for the Ctrl. Group: The 2nd Teaching Period..........................................144
APPENDIX C—Sample Pattern Drills in the Senior High English Textbooks................................................148
APPENDIX D—Teaching Material for the Exp. Group: The 1st Teaching Period..........................................149
APPENDIX E—Teaching Material for the Exp. Group: The 2nd Teaching Period..........................................152
APPENDIX F—Pretest.......................................154
APPENDIX G—Posttest......................................159
APPENDIX H—Questionnaire for the Control Group...........164
APPENDIX I—Questionnaire for the Experimental Group......166
APPENDIX J—Pretest Results (Control Group)...............168
APPENDIX K—Pretest Results (Experimental Group)..........170
APPENDIX L—Posttest Results (Control Group)..............172
APPENDIX M—Posttest Results (Experimental Group).........174
APPENDIX N—Recommended Reading...........................176

LIST OF TABLES
Table 1. Causative Verbs Presented in a Junior High English Textbook...................................................3
Table 2. Three Types of Causative Verbs in English........11
Table 3. Complementation Scale Adapted from Givon (1993)..31
Table 4. T-test Result for the Monthly Exams by Both Groups....................................................40
Table 5. Past Learning Experience of the Seven Causative Constructions.............................................40
Table 6. An Example of the Teaching Materials for the Control Group.............................................42
Table 7. Allocation of the Test Items for Form (The 1st Section)..................................................44
Table 8. Sample Test Items in Different Contexts..........44
Table 9. Allocation of Test Items for Each Category (The 2nd Section)..............................................45
Table 10. Test Items for the make+ O+ V construction (Coercive Sense)..........................................46
Table 11. Test Items for the make+ O+ V construction (Non-Coercive Sense)...........................................48
Table 12. Test Items for the have + O+ V construction.....49
Table 13. Test Items for the have + O+ V construction (continued)...............................................50
Table 14. Test Items for the get + O+ to V construction...51
Table 15. Test Items for the get + O+ to V construction (continued)...............................................52
Table 16. Test Items for the let + O+ V construction..... 53
Table 17. Test Items for the let + O+ V construction(continued).............................................. 54
Table 18. Test Items for the let + O+ V construction (continued)...............................................55
Table 19. Test Items for the make+ O+ p.p. construction...55
Table 20. Test Items for the have+ O+ p.p. construction...56
Table 21. Test Items for the get+ O+ p.p. construction....57
Table 22. Schedule for the instructional treatments.......60
Table 23. Distribution of the Causative Verb Grammar Activities............................................... 67
Table 24. Causative Constructions in Textbook Texts and in Grammar Activities........................................71
Table 25. Distribution of the Two Basic Senses of the Make-Causative.................................................72
Table 26. T-test Results for the Pretest by Ctrl. and Exp. Group (Form)..............................................76
Table 27. T-test Results for the Pretest by Ctrl. and Exp. Group (Meaning)...........................................76
Table 28. T-test Results for the Posttest by Ctrl. and Exp. Group (Form)..............................................77
Table 29. T-test Results for the Pretest and Posttest by Both Groups (Form)........................................78
Table 30. T-test Results for the Posttest by Ctrl. and Exp. Group (Meaning)...........................................79
Table 31. T-test Results for the Pretest and Posttest by Both Groups (Meaning).....................................80
Table 32. Average Accuracy Rates of the Pretest Items for Each Target Form..........................................81
Table 33. Average Accuracy Rates of the Posttest Items for Each Target Form..........................................82
Table 34. Average Accuracy Rates of the Pretest Items for Each Semantic Category....................................83
Table 35. Pretest Results on the make + O + V Construction..............................................84
Table 36. Pretest Results on the make + O + p.p. structure.................................................85
Table 37. Pretest Results on the have + O + V Construction..............................................85
Table 38. Pretest Results on the have + O + p.p. Construction..............................................86
Table 39. Pretest Results on the get + O + to V Construction..............................................87
Table 40. Pretest Results on the get + O + p.p. Construction..............................................88
Table 41. Pretest Results on the let + O + V Construction..............................................89
Table 42. Average Accuracy Rates of the Posttest Items for Each Semantic Category....................................89
Table 43. Posttest Results on the make + O + V Structure.................................................90
Table 44. Posttest Performance on the Passive Make-Causative Construction....................................91
Table 45. Posttest Results on the have + O + V Structure.................................................92
Table 46. Posttest Results on the have + O + p.p. Structure.................................................93
Table 47. Posttest Results on the get + O + V Structure...93
Table 48. Posttest Results on the get + O + p.p. Structure.................................................94
Table 49. Posttest Performance on the Let-Causative Construction..............................................95
Table 50. The Control Group’s Responses to the Instructional Treatment...................................96
Table 51. The Experimental Group’s Responses to the Instructional Treatment...................................97

LIST OF FIGURES
Figure 1. Components of a Causative Situation............13
                                

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Larsen-Freeman, D. (2001). Teaching grammar. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (pp. 251-266). Boston, MA: Heinle & Heinle Publishers.
Larsern-Freeman, D. (2002). The grammar of choice. In E. Hinkel & S. Fotos (Eds.), New perspectives on grammar teaching in second language classrooms (pp. 1-12). New Jersey: Lawrence Erlbaum Associates.
Lee H., C. T., & Wang, C. (2002). The effects of teaching a difficult grammatical feature of English through grammar instruction and a communicative approach. Concentric: Studies in English Literature and Linguistics, 28 (2), 175-192.
Lee, K. (1996). Getting at the meaning of ‘make’. In E. H. Casad (Ed.), Cognitive linguistics in the Redwoods: The expansion of a new paradigm in linguistics (pp. 389-422). Berlin; New York: Mouton de Gruyter.
Lin, S. E., & Hong, H. L. (Eds.). (2004). Lung Teng English Reader for Senior High Schools (Vols. 1~2). Taiwan: Lungteng Cultural Co., Ltd.
Lin, S. E., & Hong, H. L. (Eds.). (2005). Lung Teng English Reader for Senior High Schools (Vols. 3~4). Taiwan: Lungteng Cultural Co., Ltd.
Lin, S. E., & Hong, H. L. (Eds.). (2006). Lung Teng English Reader for Senior High Schools (Vols. 5~6). Taiwan: Lungteng Cultural Co., Ltd.
Lin, S. E., Hong, H. L., & Zhou, J. X. (Eds.). (2004). Lung Teng English Reader for Senior High Schools: Teacher’s Manual (Vols. 1~2). Taiwan: Lungteng Cultural Co., Ltd.
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Lin, S. E., Hong, H. L., & Zhou, J. X. (Eds.). (2006). Lung Teng English Reader for Senior High Schools: Teacher’s Manual (Vols. 5~6). Taiwan: Lungteng Cultural Co., Ltd.
Lin, S. H., Doyle, D., Shih, Z. M., & Chen, B. G. (2007). Lungteng English Reader, (Vol. 1). Taiwan: Lungteng Cultural Co., Ltd.
Liu, E. T. K. & Shaw, P. M. (2001). Investigating learner vocabulary: a possible approach to looking at EFL/ ESL learners’ qualitative knowledge of the word. International Review of Applied Linguistics in Language Teaching (IRAL), 39, 171-194.
Liu, W. J. (2006). Effects of modified supplementary reading materials on low achievers’ language acquisition: a case study in I-Lan Senior High School. Unpublished master’s thesis, National Taiwan Normal University, Taipei, Taiwan.
Lock, G. (1996). Functional English grammar: an introduction for second language teachers. Cambridge; New York: Cambridge University Press.
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張麗麗 (Chang, L. L.)，2005，〈從使役到致使〉，《台大文史哲學報》，第六十二期，頁119-152。

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Martin, M. (1981). Causative verbs in English. Unpublished Independent Professional Project, School for International Training, Brattleboro, Vt.
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Shih, Y. (2004). A study of Taiwanese learners’ use of the English article system. Unpublished master’s thesis, National Taiwan Normal University, Taipei, Taiwan.
Shih, Y. H., Lin, M. S., & Brooks, S. (Eds.). (2004). Far East English Reader for Senior High Schools (Vols. 1~2). Taiwan: The Far East Book Co., Ltd.
Shih, Y. H., Lin, M. S., & Brooks, S. (Eds.). (2004). Far East English Reader for Senior High Schools: Teacher’s Manuals (Vols. 1~2). Taiwan: The Far East Book Co., Ltd.
Shih, Y. H., Lin, M. S., & Brooks, S. (Eds.). (2005). Far East English Reader for Senior High Schools (Vols. 3~4). Taiwan: The Far East Book Co., Ltd.
Shih, Y. H., Lin, M. S., & Brooks, S. (Eds.). (2005). Far East English Reader for Senior High Schools (Vols. 3~4). Taiwan: The Far East Book Co., Ltd.
Shih, Y. H., Lin, M. S., Chen, C. Y., & Brooks, S. (Eds.). (2006). Far East New English Reader for Senior High Schools (Vols. 5~6). Taiwan: The Far East Book Co., Ltd.
Shih, Y. H., Lin, M. S., Chen, C. Y., & Brooks, S. (Eds.). (2006). Far East New English Reader for Senior High Schools (Vols. 5~6). Taiwan: The Far East Book Co., Ltd.
Shih, Y. H., Lin, M. S., Huang, C. S., & Brooks, S. (Eds.). New Far Fast English Reader for Senior High Schools (Vol. 1). Taiwan: The Far East Book Co., Ltd.
Skierso, A. (1991). Textbook selection and evaluation. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 432-453). Boston, MA: Heinle & Heinle Publishers.
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張麗麗 (Chang, L. L.)，2005，〈從使役到致使〉，《台大文史哲學報》，第六十二期，頁119-152。

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