| Summary: | 本文主要在探討以英語為外語的進階學習者在書面敘述文中，對於指涉詞（referential form）的使用與分布情形，並且討論其篇章功能（discourse function）。本研究將學習者的指涉詞分為：零指稱詞（Zero），代名詞 （Pronoun），限定名詞組（Definite NP），專有名詞（Name），專有名詞加修飾語（Name + modifier）等五大類。研究發現學習者最常使用專有名詞與代名詞來指涉敘述文中的角色；而鮮少使用限定名詞組與專有名詞加修飾語。相較於其他指涉詞，代名詞最容易引起讀者混淆。專有名詞常被用來標示敘述文中個別事件的界線（episode boundary）。就指涉詞的篇章功能而言，學習者最常使用零指稱詞與代名詞來延續指涉（maintain）已被提及的對象；用專有名詞來重新提及（reintroduce）已被指涉的角色；用專有名詞、專有名詞加修飾語、非限定名詞組來介紹（introduce）敘述文中的人物。本研究也發現，指涉詞所表現的指涉距離長度值（referential distance value）符合讀者認知理解的需求：高訊息量的指涉詞（如專有名詞加修飾語），回指其先行詞的距離較長；低訊息量的指涉詞（如零指稱詞），回指其先行詞的距離較短。不過從讀者較度看來，進階學習者在指涉詞使用仍有未臻完美之處。學習者之所以未能完全掌握某些指涉詞的章法功能的原因，可能是受到母語影響，或忽略了某些指涉詞的規則。根據研究結果，本文亦提出指涉詞習得的建議：學習者應該進一步了解指涉詞在使用上篇章的考量。 === The present study investigates advanced EFL learners’ referential forms in their written narratives. The purpose is to specify the distributional patterns of referential forms and their discourse function in learners’ narrative production. EFL learners’ referential forms are divided into five categories: Zero anaphora, Pronoun, Definite NP, Name, and Name + modifier. It is found that all learners unanimously use abundant Names and Pronouns in their written narratives, whereas the least frequent types are Definite NP and Name + modifier.
With respect to the discourse function, advanced learners tend to perform the function of Introduction by Name, Name + modifier, and Indefinite NP. When maintaining same subject topics, advanced learners tend to use Zero and Pronoun. And the Reintroduction functions are often fulfilled by Name. Overall, Pronoun is more likely to cause ambiguity than any other forms. And the abundant use of Names may have something to do with the marking of episode boundaries.
The referential distance values of the referential forms comply with the cognitive need of readers’ discourse processing. The more informative forms such as Name + modifier can refer back to their antecedents at a distance, while the semantically empty forms such as Pronoun can only refer back to their antecedents within few clauses. From readers’ perspective, there remain a few inappropriate referential forms in learners’ narratives, which may arise from L 1 interference or ignorance of rule restriction. The problematic use of referential forms suggests that although advanced learners can produce grammatically correct referential forms, they have not fully acquired the discourse function of these forms. It is recommended that the discourse aspects such as distance and episodic unit be considered when EFL learners use referential forms.
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