線上前後文索引學習(concordancing learning)可以利用豐富的語料資源，讓學生在資料導向學習(Data-driven learning)中主動歸納用法。本研究因此應用雙語搭配詞索引工具TANGO所提供的語料庫資料進行同義字的歸納學習，旨在探討(一)線上同義字線習的成效，(二)學生在作文使用形容詞的情形，(三)不同學習型態學習者的表現，(四)學生的歸納學習，以及(五)學生對此線上練習的態度。
經過對學生作文語料分析後，我們針對五個過度使用的形容詞-important, beautiful, hard, deep, big-來研發設計五個學習單元。每個練習單元首先提供同義字及形容詞與名詞搭配詞的例句，學生閱讀例句後，必須在線上歸納並記錄該同義字的用法。完成歸納學習後，學生可以進行替換、填充及翻譯的練習來實際運用所學的字彙。系統會記錄學生歸納學習及練習題作答的情形。
十九位大一寫作課的外語系學生參與此為期四週的此線上練習。我們使用前測、立即後測，以及二個月之後的延宕後測來檢驗學生是否有顯著的進步。另外，我們也收集兩次學生作文來觀察學生線上學習前後用字的情形。實驗進行之前，學生需填寫背景問卷，以助於我們了解學生英語與單字的學習及所偏好的學習方式。完成線上練習後，我們利用評估問卷與訪談了解學生對於使用同義字線上練習的看法。
研究結果發現，學生使用同義字的表現在立即後測有顯著的進步，兩個月之後的延宕後測也無明顯的退步。另外，學生在寫作上已學會儘量避免過度使用的形容詞，而使用較為精確的同義字。五類的同義字當中，hard同義字的學習對學生而言較為困難，也較不易分辨出其中的差異。不同學習型態的學生在測驗及歸納學習的表現並無顯著的差異。大部份的學生在問卷及訪談中表示，雖然分辨同義字之間的異同並不容易且頗耗時，但他們都肯定此歸納學習的效益。學生也指出，TANGO有助於學習同義字及搭配詞。
因此，TANGO可幫助老師在字彙教學時，利用語料庫的訊息指出同義字之間的差異，學生也可在寫作上利用此工具找尋合適的字來替換。針對hard的同義字，我們建議另外設計不同的練習幫助學生學習。日後在教學上使用索引工具時，也應先加強訓練學生的歸納學習的能力。

The present study aims to investigate (1) the effectiveness of online units for synonymous adjectives, (2) students’ word use in writing after online learning, (3) the performance of learners with different learning styles, (4) students’ inductive learning, and (5) students’ perception of the online learning. Data-driven learning (DDL) was incorporated to engage learners in tasks for distinguishing synonymous adjectives from concordance lines in a bilingual collocation concordancer, TANGO, http://candle.cs.nthu.edu.tw/collocation/.
Focusing on five overused adjectives--important, beautiful, hard, deep, and big--identified from analysis of learner corpus, each unit, http://candle.cs.nthu.edu.tw/ WriteBetter/Synonym/ShowIntroduction.asp, involved several synonyms of one of the five overused adjectives mentioned above and presented two tasks for practice. The first task required students to induce patterns from concordance lines of adjective-noun collocates from TANGO, and type in their findings in the notepad and summary page provided by the system. The second task included substitution, blank-filling, and translation exercises for students to actively practice employing a stronger and more specific adjective in context. A tracking system also constantly recorded students’ inductive learning and performance on doing the second task.
19 English majors in a freshman writing class did the online exercises for 4 weeks. The instruments used included a pretest, two posttests, in addition to background and evaluation questionnaires. Students’ word use was observed in their two essay writing. Interviews were conducted for student perspectives and questions along the process.
The findings indicated that students showed improvement in the immediate posttest. Moreover, their word knowledge for synonym use still retained in the delayed posttest after a time lapse of two months. In addition, it was found that students avoided using general adjectives and tried to apply more specific items in writing. Yet, the factor of learning styles did not influence students’ performance in the tests or the inductive learning process. Among the five sets of synonyms, the synonyms of hard were most difficult for students to acquire and find out the distinctions. As for students’ attitudes toward the learning units, a majority of them reported that the inductive learning was beneficial though they found it time-consuming and difficult to verbalize the differences among semantically similar words. TANGO was also considered a useful tool to learn synonyms and their collocates.
In light of the findings, some pedagogical implications are drawn. First, TANGO could be helpful in facilitating the learning of the subtle differences among synonyms. Second, other types of vocabulary activities for the synonyms of hard could be further designed to help learners learn those words more successfully.

Ausubel, D. P. (1974). Adults versus children in second-language learning. The
Modern Language Journal, 58, 420-423.

Carroll, J. B. (1981). Twenty-five years of research on foreign language aptitude. In
K.C. Diller. (Ed.), Individual differences and universals in language learning aptitude. Rowley, Mass: Newbury House.

Carter, R. & McCarthy, M. (1988). Vocabulary and language teaching. London:
Longman.

Channell, J. (1981). Applying semantic theory to vocabulary teaching. ELT Journal,
35, 115-122.

Chan, T. P. (2004). Effects of CALL approaches on EFL college students’ learning of verb-noun collocations. Unpublished master’s thesis, National Tsing Hua University.

Chen, H. H. (2000). Developing a web concordancer for English as a foreign language learners. ICCE/ICCAI, 1, 340-347.

Chen Y. C. (1999). Perceptual learning style: Preferences in Junior High School: A
site study. The proceedings of the 8th International Symposium on English Teaching. (pp. 291-302). Taipei: Crane.

Cobb, T. (1997). Is there any measurable learning from hands-on concordancing?
System, 23(3), 301-315.

Collinson, W. E. (1939). Comparative synonyms: Some principles and illustrations.
Transactions of the Philological Society, 54-77.

Cornu, A. (1979). The first step in vocabulary teaching. Modern Language Journal
63, 262-272.

Cross, D. (1991). A practical handbook of language teaching. London: Cassell.

Donald, R. B., Morrow, B.R , Wargetz, L.G. & Werner, K. (1996). Writing clear essays. NJ: Prentice Hall.
Engber, C. A. (1995). The relationship of lexical proficiency to the quality of ESL
compositions. Journal of Second Language Writing, 4,139-155.

Fischer, R. A. (1979). The inductive-deductive controversy revisited. The Modern
Language Journal, 63, 98-105.

Flower, L. & Hayes, J. R. (1994). A cognitive process theory of writing. In R.B.
Ruddell, M.R. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading. Newark, DE: International Reading Association.

Fox, G. (1998). Using corpora data in the classroom. In B. Tomlinson (Ed.), Materials
development in language teaching. Cambridge: Cambridge University Press.

Granger, S. & Tribble, C. (1998). Learner corpus data in the foreign language
classroom: form-focused instruction and data-driven learning. In S. Granger (Ed.), Learner English on Computer. London & New York: Addison Wesley Longman.

Gui, S. & Yang, H. (2002). Chinese learner English corpus. Shanghai: Shanghai Foreign Language Education Publishing.

Ham, N. & Rundell, M. (1994). A new conceptual map of English. In W. Martin et al. (Eds.) EURALEX 94 Proceedings. Amsterdam 172-180.

Harvey, K. & Yuill, D. (1997). A study of the use of a monolingual pedagogical
dictionary by learners of English engaged in writing. Applied Linguistics, 18(3), 253-278.

Hatch, E, & Brown, C. (1995). Vocabulary, semantics, and language education.
Cambridge: Cambridge University Press.

Hayakawa, S. I. & the Funk and Wagnalls Dictionary Staff (Eds.). (1969). Modern
guide to synonyms and related words. New York: Funk & Wagnalls.

Huang, T. L. (2003). 強化英語詞語搭配教學與培養英語運用能力. Selected papers
from the Twelfth International Symposium on English Teaching (pp.403-413). Taipei: Crane. Publishing Co., Ltd.

Hughey, J. B., Wormuth, D. R., & Hartfiel, V. F. (1983). Teaching ESL Composition:
Principles and Techniques. Rowley, MA: Newbury House Publisher

Hunston, S. (2002). Corpora in applied linguistics. Cambridge: Cambridge
University Press.

Jacobs, H. L., Zinkgraf, S. A., Wormuth, D. R., Hartfiel, V. F., & Hughey, J. B. (1981).
Testing ESL composition: A practical approach. Rowley, MA: Newbury House.

Johns, T. (1988). Whence and Whither Classroom Concordancing? In T.Bongaerts, P.
de Haan, S. Lobbe, & H. Wekker (Eds.), Computer Applications in Language Learning. Dordrecht, The Netherlands: Foris.

Johns, T. & King, P. (Eds) (1991). Classroom Concordancing. Special Issue of ELR
Journal 4, University of Birmingham: Centre for English Language Studies.

Johns, T. (1994). From printout to handout: Grammar and vocabulary teaching in the
context of Data-driven learning. In T. Odlin (Ed.), Perspectives on pedagogical grammar. Cambridge: Cambridge University Press.

Johnson, D. D. (2000). Just the right word: Vocabulary and writing. In R. Indrisano &
J.R. Squire (Eds.), Perspectives on writing: research, theory, and practice. Newark, Dela.: International Reading Association.

Kinsella, K. (1995). Understanding and empowering diverse learners in ESL
classroom. In Reid, M. J. (Ed.) Learning styles in the ESL/EFL classroom. Massachusetts: Heinle & Heinle Publishers.

Kroonenberg, N. (1995). Meeting language learners’ sensory-learning-style
preference. In Reid, M. J. (Ed.) Learning styles in the ESL/EFL classroom. Massachusetts: Heinle & Heinle Publishers.

Larsen-Freeman, D. (1991). Teaching grammar. In M. Celce-Murcia (Ed.), Teaching
English as a second or foreign language. Boston: Heinle & Heinle.

Lee, C. Y. & Liou, H. C. (2003). A study of using web concordancing for English
vocabulary learning in a Taiwanese high school context. English Teaching & Learning, 27(3), 35-56.
Leki, I. & Carson, J. G. (1994). Students’ perceptions of EAP writing instruction and
writing needs across the disciplines. TESOL Quarterly, 28, 81-101.

Levy, M. (1990). Concordances and their integration into a word-processing
environment for language learners. System, 18(2), 177-188.

Lin, P. H., & Shen, S. S. (1996). Perceptual learning style preferences for EFL students. (ERIC Document Reproduction Service No. ED400680)

Martin, M. (1984). Advanced vocabulary teaching: The problem of synonyms. The
Modern Language Journal, 68(2), 130-137.

Miller, G., Beckwith, R., Fellbaum, C., Gross, D., & Miller, K. (1993). Introduction to
wordnet: An on-line lexical database". International Journal of Lexicography, 3(4), 235--312.

Mindt, D. (1996). English corpus linguistics and the foreign language teaching
syllabus. In J. Thomas & M. Short (Eds.), Using corpora for language research: Studies in the Honour of Geoffrey Leech. London: Longman.

Murison-Bowie, S. (1996). Linguistics corpora and language teaching. Annual Review
of Applied Linguistics, 16, 182-199.

Nation, J. S. P. (1990). Teaching and learning vocabulary. Boston: Heinle & Heinle.

Nation, J. S. P. (2001). Learning vocabulary in another language. Cambridge:
Cambridge Press.

Omaggio, H. (1986). Teaching language in context. Boston: Heinle & Heinle.

Paribakht, T. S. & Wesche, M. (1997). Vocabulary enhancement activities and reading
for meaning in second language vocabulary acquisition. Cambridge: Cambridge University Press.
Partington, A. (1998). Patterns and meaning: Using corpora for English language
research and teaching. Philadelphia: John Benjamins.

Plass, J. L., Chun, D., M. Mayer, R. E., & Leunter, D. (1998). Supporting visual and
verbal preferences in a second-language multimedia learning environment. Jurnal of Educational Psychology, 90(1), 25-36.

Raime, A. (1985). What unskilled ESL students do as they write: A classroom study of
composing. TESOL Quarterly, 19, 229-258.

Read, J. (2000). Assessing Vocabulary. Cambridge, UK: Cambridge University Press.

Reid, J. (1987). The learning style preferences of ESL students. TESOL Quarterly,
21(1), 87-111.

Richards, J. C. (1976). The role of vocabulary teaching. TESOL Quarterly, 10, 77-90.

Robinson, P. (1994). Computers, corpora and language. The Teacher Trainer, 8, 3-8.

Roget’s P. M. (1852). Thesaurus of English words and phrases classified and arranged so as to facilitate the expression of ideas and assist in literary composition. New York: Thomas Y. Crowell.

Santos, T. (1988). Professors’ reaction to the academic writing of nonnative speaking
students. TESOL Quarterly, 22(1), 69-90.

Shaffer, C. (1989). A comparison of inductive and deductive approaches to teaching
foreign languages. The Modern Language Journal, 73, 395-403.

Sinclair, J. (1991). Corpus, Concordance, Collocation. Hong Kong: Oxford University Press.

Someya, Y. (2000). Online business letter corpus KWIC concordancer and an
experiment in data-driven learning/writing. A paper presented at the 3rd Association for Business Communication International Conference, Doshisha University, August 9, Kyoto, Japan. Retrieved July 23, 2004, from http://www1.kamakuranet.ne.jp/someya/DDW_Report.html

Spack, R. (1984). Invention strategies and the ESL college composition student.
TESOL Quarterly, 18, 649-670.

Stevens, V. (1995). Concordancing with language learners: Why? When? What?
CAELL Journal, 6(2), 2-10.
St. John, E. (2001). A case for using a parallel corpus and concordancer for beginners of a foreign language. Language Learning & Technology, 5, 185-203.

Sullivan, K. E. (1993). Paragraph practice: Writing the Paragraph and the Short
Composition (7th ed.). NY: Macmillian Publishing Company.

Sun, Y. C. & Wang, L. Y. (2003). Concordancers in the EFL classroom: Cognitive
approaches and collocation difficulty. Computer Assisted Language Learning, 16(1), 83-94.

Thurstun, J. & Candlin, C. N. (1998). Concordancing an the teaching of the
vocabulary of academic English. English for Specific Purposes, 17(3), 267-280.

Todd, R. W. (2001). Induction from self-selected concordances and self-correction.
System, 29, 91-102.

Tribble, C. (1990). Concordancing and an EAP writing program. CAELL Journal 1
(2), 10-15.

Tribble, C, & Jones, C. (1990). Concordancing in the classroom. Harlow, Essex:
Longman.

Tschichold, C. (2003). Lexically driven error detection and correction. CALICO
Journal, 20(3), 549-559.

Ullmann, S. (1973). Semantics: an introduction to the science of meaning. Oxford:
Blackwell.

Van Lier, L. (1996). Interaction in the language curriculum: Awareness, autonomy & authenticity. London: Longman.

Wang, L. (2001). Exploring parallel concordancing in English and Chinese. Language
Learning & Technology, 5, 174-184.

Webster, N. (1828). American dictionary of the English language. San Francisco, CA:
Foundation of American Christian Education.

Wu, J. C., Yeh, K.C., Chuang, T. C., Shei, W. C., &Chang, J. C. (2003). The Role of Natural Language Processing in Computer Assisted Language
Learning. Proceedings of Int’l conference on ELT and e-learning in an electronic age. Tamkang University, May 28-29.

Yeh, Y. L. (2003). Vocabulary learning with concordancer for EFL college students.
Proceedings of 2003 International Conference on English Teaching and Learning in the Republic of China, 467-476. Taipei: Crane Publishing Co., Ltd.

Yu, Y. T. & Yeh, Y. L. (2004). Computerized feedback and bilingual concordancer for EFL college students’ writing. The Proceedings of the Twentieth International Conference on English Teaching and Learning in the Republic of China. Taipei, Crane Publishing Co., Ltd.

Yu, Y. T. (2005). Computerized feedback and bilingual concordancer for EFL college students’ writing. Unpublished master’s thesis, National Tsing Hua University.

Webster's new dictionary of synonyms: A dictionary of discriminated synonyms with
antonyms and analogous and contrasted words. (1973). Springfield, Mass: