主位推進模式與英文科指定科目考試篇章閱讀測驗

Thematic Progression Patterns and the Texts of the Department Required English Test

閱讀能力對成功的應試者來說是關鍵性的指標。因此，從2002年開始，在台灣，大學英文指定科目考試加入了一項新的測驗─篇章測驗。應試者必須從好幾個選項中選擇最適當句子來恢復篇章的完整性。為了要解決這類測驗問題，對應試者來說，有語篇機制的概念，超越句子的層面，從篇章結構的層次上去統合語意，尋找線索是很重要的。然而，將系統功能語言學應用於篇章測驗的研究相當缺乏，因此，本研究旨在應用系統功能語言學中的語篇元功能來分析指定科目考試中的篇章測驗，以便探索語篇主位推進及其與述位之間的關係。本研究方法屬言談分析法，收集2002年到2008年的篇章測驗為語料。語料分析的結果以描述性統計量性呈現出。研究結果顯示，無標記主位和平行型主位推進出現最多。此研究希望以語篇元功能理論作為基礎，通過對語篇的標記與無標記主位、主位推進模式的分析，提供學習者不同方法來理解篇章，和觀察分析語篇的信息分布。

Reading ability serves as a crucial index to successful test-takers. Therefore， in Taiwan， in 2002， the Department Required English Test (DRET) began incorporating a new individual test component called the Discourse Structure Test (DST). The test-takers have to choose sentences or phrases from among several alternatives to restore a text. In order to solve the test problems， it is important that test takers have the concept of texture to look for clues and organize meanings beyond the sentence level at the stratification of text structure. However， research done on the application of textual metafunction in analyzing and interpreting DST is rare. Therefore， the aim of this study is to explore Theme-Rheme relationship and thematic progression in the texts. This research adopts a discourse analysis method and collects the years of 2002 to 2008 DSTs as corpus data. The quantitative analysis of the corpus data is conducted and the results are represented by descriptive statistics. The results of this study show that unmarked theme and constant thematic progression (TP) type distribute most. This study hopes to utilize the textual metafunction as a base to provide learners an entry to approach written discourse， as well as to understand the distribution of information， through the analysis of marked and unmarked theme， TP in texts.