| Summary: | 碩士 === 靜宜大學 === 西班牙語文學系研究所 === 98 === This thesis aims at studying the error analysis in the transfer from direct speech to indirect speech among Taiwanese students who are learning Spanish as a second language. The contents are divided into three parts: the introduction, the main contents of the thesis and the conclusion. In the introduction, we stress the motivation and the objectives of the research, and provide a description of errors made in transfer from direct speech to indirect speech. The main text is divided into five chapters from Chapter One to Chapter Five. In Chapter One, there is an introduction to some basic concepts, characteristics, types of predicates, and direct speech and indirect speech of Chinese grammar from some Chinese grammarians. By comparing the above points in Chinese and Spanish, we can conclude that a great divergence exists between the two languages.
In Chapter Two, we predict the possible mistakes that students may make in learning and analyze these mistakes, classifying them as well through the theory of contrastive analysis and error analysis. We strengthen students’ correct concepts in Spanish grammar by means of revising these mistakes. In Chapter Three, according to the conceptions, the characteristics, the usage, and the deixis in transformations, we introduce direct speech and indirect speech in Spanish. Moreover, this chapter may be used as a basis to correct students when they make mistakes in the transfer from direct to indirect speech.
Chapter Four emphasizes the theory of pedagogy. Covering the Taiwanese students’ formation from the sophomore to the senior year, with a total number of 90 students in the Spanish department at Providence University, we suggest two hypotheses via questionnaires and confirm the results for students in the transfer from written direct speech to indirect speech. Through the study of the quality demonstrated in these questionnaires, we distinguish the mistakes which students make in the transfer from direct to indirect speech and further explain and interpret these errors. With the result of mistakes made in the questionnaires, we offer some suggestions on teaching and learning in Chapter Five. The purpose of this chapter is to help the students remedy unclear concepts in transfer from direct to indirect speech and also to assist teachers in strengthening students’ conceptions.
Finally, we emphasize that the transfer from direct speech to indirect speech in Spanish grammar is not as simple as it seems. It includes mood, tense, variations of deixis, and the necessary conjunctions (que, si). We also expect that this study can offer some contribution to scholars who analyze the errors of second language learners and lessen the insufficiency in traditional teaching approaches.
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