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研究生：	楊介萱 Yang, Jie-Syuan
論文名稱：	系統功能語法教學於記敘文連貫性之影響 The Impact of the Instruction Informed by Systemic Functional Linguistics Theory on the Coherence in Narrative Writings
指導教授：	張珮青 Chang, Pei-Chin
學位類別：	碩士 Master
系所名稱：	英語學系 Department of English
論文出版年：	2017
畢業學年度：	105
語文別：	英文
論文頁數：	192
中文關鍵詞：	系統功能語法、連貫性、主位選擇、主位推進、修辭架構、記敘文
英文關鍵詞：	Systemic Functional Linguistics, coherence, thematic choices, thematic progressions, rhetorical structures, narratives
DOI URL：	https://doi.org/10.6345/NTNU202202249
論文種類：	學術論文
相關次數：	點閱：171 下載：41
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本研究旨在探討系統功能語法於記敘文教學的應用，及其對文章連貫性之影響，以增加學生文章連貫性及修辭架構的完整性。修辭架構及主位推進為文章連貫性指標且皆為系統功能語法的重要概念，台灣學生作文常常出現連貫性的問題，然而寫作教學現場仍偏重單字、文法的解說。因此本研究藉由觀察高中生接受系統功能語法教學後的改變，期望能提供不同於往的教學方式。參與學生為北部一所公立高中高二生，男女各十五位，總共三十位。進行十堂課的系統功能語法教學之後探討此教學法對學生看圖寫作文章的總分高低和連貫性的影響。其中連貫性主要透過分析前後測文章在主位選擇、主位推進和修辭架構的差異而定。
研究結果顯示: (一)學生看圖寫作的總分於教學前和教學後有顯著進步，(二)多數學生教學後無標記主位的選擇變多元，(三)後測文章中標記主位的連接詞使用增加，(四)不論前測或後測，學生頻繁使用主位同一型推進模式、(五)教學後修辭架構更趨完整，有助增加文章連貫性。
綜上所述，本文認為系統功能語法對台灣高中生記敘文寫作有正面影響，文步及主位推進教學有助增進學生文章的連貫性。然而此教學法在台灣仍尚未普及，因此仍需更多的教學演示、教案分享、師資訓練和此類研究。本文最後提供教學建議和活動學習單，希望能讓第一線教師更明確知道如何將系統教學法應用於寫作教學中並為相關研究作出些許貢獻。

The aim of the present study was to assess whether the instruction of TCs (Thematic Choices), TPs (Thematic Progressions) and rhetorical structures assisted English as Foreign Language (EFL) senior high school students in producing coherent and well-organized narrative texts. In the present study, TCs refer to the participants in unmarked themes and logical connectors in marked themes. The connections of themes and rhemes across sentences are TPs. Rhetorical structures refer to a particular rhetorical or linguistic pattern and stage conventionally found in similar texts. Rhetorical structures and TPs are indispensable indicators of coherence and important concepts in Systemic Functional Linguistics (SFL) theory.
Students in Taiwan often have difficulty producing coherent texts given that most of the teachers lay emphasis on vocabulary and grammatical problems rather than discourse-level ones. The current research investigated the learners’ performance of TCs, TPs and rhetorical structures in picture writings. The participants were thirty 11th graders, composed of fifteen males and fifteen females, from a public senior high school in Northern Taiwan. The intervention consisted of ten classes of instruction. The students’ performances in TCs, TPs, and rhetorical structures were analyzed to understand whether they made progress in coherence after the instruction. A paired-T test was conducted to determine whether the total scores improved in the posttest. Pretest and posttest writings of the three learners, whose pretest scores were the lowest, in the middle and the highest, were further analyzed to verify the findings.
Several results were reported: (1) learners’ posttest scores significantly increased. (2) Generally, the learners produced coherent writings after the instruction informed by SFL. Most of the students diversified TCs in posttest writings. That is, the number of logical connectors in marked theme positions increased on posttest, which enhanced coherence. (4) The most frequently used TP type was constant TP in both pretest and posttest writings, but more TP types were employed to increase coherence in the posttest writings. (5) Most of the rhetorical moves were identified and well-established after the intervention, which helped create coherence.
In conclusion, the present research found that the instruction helped improve coherence in the 11th graders’ picture writings. Nonetheless, the generalizability of these results was subject to certain limitations. For instance, the intervention merely lasted 3 weeks and more time was recommended to allow sufficient practice. To implement this approach, however, extended professional development is needed to familiarize teachers with the instruction informed by SFL theory.

TABLE OF CONTENTS
ABSTRACT (Chinese)  i
ABSTRACT (English)  ii
ACKNOWLEDGEMENT  iv
TABLE OF CONTENTS  vi
LIST OF TABLES  x
LIST OF FIGURES xii
CHAPTER ONE-INTRODUCTION  1
1.1    Background  1
1.1.1    The Discourse Level Writing Problems  2
1.1.2    Coherence  3
1.1.3    Coherence and SFL  3
1.2    Purpose of the Study  6
1.3    Significance of the Study  8
1.4    Structure of the Thesis  9
CHAPTER TWO-LITERATURE REVIEW  11
2.1    Theoretical framework: Systemic Functional Linguistics (SFL)  12
2.1.1    Genre Theory from the SFL Perspective 18
Genre-based Instruction  21
Narrative Genre  23
2.1.2    Ideational Metafunction  25
Participants, Processes and Circumstances  25
2.1.3    Textual Metafunction  29
Theme and Rheme  29
Thematic Progressions  31
2.2    Text Analysis: Investigating Thematic Progressions (TPs) and Thematic Choices (TCs) in Student Writing  36
2.3    Empirical Studies: The Application of SFL Theory in Language Classrooms  41
2.3.1    The Effect of Instructing TPs and TCs  42
2.3.2    The Effect of Instructing Rhetorical Moves  45
2.3.3    Integrated Approach of Instructing Rhetorical Moves, TPs and TCs  50
2.4    Summary  52
CHAPTER THREE-METHODOLOGY   57
3.1    Participants 57
3.2    Procedure  58
3.2.1    Stage One  61
3.2.2    Stage Two  62
3.2.3    Stage Three  65
3.3    The Grading  66
3.4    The Analysis  70
3.4.1    Evaluation of the Rhetorical Structures  71
3.4.2    Evaluation of Thematic Progressions (TPs)  74
3.4.3    Evaluation of Thematic Choices (TCs)  75
CHAPTER FOUR-RESULTS  79
4.1    The Pretest and Posttest Picture Writing Scores  79
4.2    Coherence in the Learner Writings  83
4.2.1    TC in the Learner Writings  83
Evaluation of Participants in Unmarked Themes  84
Evaluation of Logical Connectors in Marked Themes  87
4.2.2    TP in the Learner Writings  91
4.2.3    Rhetorical Moves in the Learner Writings  95
4.3    The Learners' Writing Examples  99
4.3.1    Henry  100
4.3.2    Natalie  109
4.3.3    Laurence  116
CHAPTER FIVE-DISCUSSION AND CONCLUSION  129
5.1    Discussion  129
5.1.1    Learners' Significant Score Gains after the Instruction of TCs, TPs, and Rhetorical Structures  131
5.1.2    The Variety of Participant Types in Unmarked Themes after the Instruction  133
5.1.3    The Variety of TP Types in the Posttest Writings  135
5.1.4    Considerable Improvement in Applying the Obligatory Rhetorical Moves after the Instruction  136
5.1.5    Similarities and Differences in the Picture Writings of Henry, Natalie and Laurence  138
5.2    Conclusion 143
5.2.1    Major Findings of the Study  143
5.2.2    Pedagogical Implications  144
5.2.3    Limitations of the Study  145
REFERENCE  149
APPENDIX   165
A  Teaching Material of the Instruction Program  165
B  The GSAT Scoring Rubrics in 2014 (Chinese Version)  191

LIST OF TABLES

Table 2.1 The Ideational, Interpersonal, and Textual Metafunctions 15
Table 2.2 The Contrast between SFL and Traditional Grammar 17
Table 2.3 The Participants, Processes, and Circumstances 26
Table 2.4 Constant TP with the Themes in Bold 32
Table 2.5 Linear TP with the Themes in Bold and Picked-up Rhemes Underlined 33
Table 2.6 Derived Hyper TP with the Topic in Bold and the Supporting Details Underlined 35
Table 3.1 The Weekly Schedule of the Intensive Writing Program 60
Table 3.2 The Scoring Rubrics (Adapted from College Entrance Exam Center in 2014) 67
Table 3.3 An Example of the TP analysis in a Student Writing 74
Table 4.1 The Results of Paired-T Test on the Pretest and Posttest Picture Writing Tasks Scores 81
Table 4.2 Participants in Unmarked Themes of the EFL Senior High School Learners’ Pretest and Posttest Picture Writings 84
Table 4.3 Logical Connectors in Marked Themes of the EFL Senior High School Learners’ Pretest and Posttest Picture Writings 88
Table 4.4 Constant TP, Linear TP, and Derived Hyper TP in the EFL Senior High School Learners’ Pretest and Posttest Picture Writings 92
Table 4.5 The Use of Rhetorical Moves in the Participants’ Pretest and Posttest Writings 95
Table 4.6 The TC, TP and Rhetorical Move Analysis of Henry’s Pretest Picture Writing 100
Table 4.7 The TC, TP and Rhetorical Move Analysis of Henry’s Posttest Picture Writing 104
Table 4.8 The TC, TP and Rhetorical Move Analysis of Natalie’s Pretest Picture Writing 109
Table 4.9 The TC, TP and Rhetorical Move Analysis of Natalie’s Posttest Picture Writing 112
Table 4.10 The TC, TP and Rhetorical Move Analysis of Laurence’s Pretest Picture Writing 117
Table 4.11 The TC, TP and Rhetorical Move Analysis of Laurence’s Posttest Picture Writing 121
Table 5.1 The TC, TP and Rhetorical Move Analysis of the Three Learners’ Pretest and Posttest Picture Writings 139

LIST OF FIGURES

Figure 2.1 The Model of Language: Genre, Registers and Metafunctions (Adapted from Bawarshi & Reiff, 2010) 14
Figure 2.2 The Four Stages of Genre-based Instruction (Adapted from Feez, 1998) 22
Figure 3.1 The Picture Prompts of the Pretest 58
Figure 3.2 The Picture Writing Organization Framework (Adapted from Labov & Waletzky, 1997) 64
Figure 3.3 The Picture Prompts of the Posttest (Retrieved from http://tammy0103.pixnet.net/album/set/14414732 ) 65
Figure 4.1 Participants in Unmarked Themes of the Pretest and Posttest Picture Writings 86
Figure 4.2 Logical Connectors in Marked Themes of Pretest and Posttest Picture Writings 89
Figure 4.3 TPs in the Pretest and Posttest Writings 94
                                

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