應用語料學習單於台灣高中生的字彙及搭配詞學習

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研究生：	林思吟 Szu-Ying Lin
論文名稱：	應用語料學習單於台灣高中生的字彙及搭配詞學習 Using Concordancer-based Worksheets for English Vocabualry/ Collocation Learning at the Senior High School Level in Taiwan
指導教授：	柯安娜 Johanna E. Katchen
口試委員:
學位類別：	碩士 Master
系所名稱：	人文社會學院 - 外國語文學系 Foreign Languages and Literature
論文出版年：	2007
畢業學年度：	95
語文別：	英文
論文頁數：	114
中文關鍵詞：	語料庫、用語索引、單字學習、搭配詞
外文關鍵詞：	corpus, concordancer, vocabulary learning, collocation
相關次數：	點閱：2 下載：0
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隨著科技的日新月異，有越來越多學習資源能提供給語言學習者。其中，語料庫的應用算是較新的學習工具。許多研究都顯示語料應用對於語言學習的成效，然而大部分的研究是以大學或是大學以上的學習者作為研究對象，相較之下，語料應用於中學學生的語言學習成效卻較少被提及。除此之外，之前的研究多是利用電腦教室，讓學習者能直接應用線上語料工具。。然而，由於班級經營、時間掌握和電腦技術支持的考量，直接應用電腦教室讓中學學生進行語言學習並不是很可行的方式。
本研究主要想探討應用語料學習單於高中生的英文學習成效，以及語料學習單是否能融入於一般的高中英文課程中。除此之外，也收集了高中英文老師對於應用語料庫於真實課堂上以及對於語料學習單的建議。兩班高一生參與此研究，其中一班利用語料學習單進行歸納式的學習法；而另一班則是採取傳統的演繹法學習單字用法。歸納式學習法的班級利用語料學習單進行了五次活動，每一次的語料學習活動包含了暖身活動（測試學生的先備知識）、語料學習單完成和練習活動。在全部的活動結束之後，所有學生接受後測。收集的資料包括學生在暖身活動、練習和後測的成績表現、問卷調查以瞭解學生對於學習單的看法，以及對老師的訪問以瞭解老師對於語料學習單活動可行性的看法。
結果顯示，藉由語料學習單學習的班級，與傳統演繹法學的班級相比，前者在後測中有較突出的表現。這顯示了語料學習單對於高中生的字彙和搭配詞學習有助益，而且應用語料學習單，不僅可以利用語料學習的優點，也同時避免了電腦技術層面和使用電腦教室的問題。此外，根據老師和學生的看法，語料學習單用於高中英文課堂學習是可行的。
關鍵字：語料庫、用語索引、單字學習、搭配詞

With the innovation of technology, more and more resources are availablefor language learners. Among them,concordancer application is newer compared toother ones for language learners. Numerous studies have been conducted to examine
the effect of concordancers on language learning. However, most of the empirical studies have investigated college or upper level learners. Few studies have been conducted to investigate how concordancers can be integrated into the secondary school curriculum. In addition, most empirical studies have made use of on-line concordancers, where language learners do inductive learning activities with little concern of the teachers’ role in it, while teachers play important roles in deciding what to include in the curriculum in real language situations. Moreover, in most
previous empirical studies, computer labs were required for learners to accomplish the concordancer-based tasks. However, the direct use of computer labs in language learning in secondary schools may not be possible because of issues of classroom management, time, and lack of technological support.
This study aims to investigate the effects of the use of concordancer-based worksheets on senior high school students’ learning and how these worksheets can be incorporated in the regular curriculum in senior high school EFL classes.Furthermore, the attitudes of an in-service teacher towards corpus application in real classroom were solicited and her suggestions towards current available on-line concordancers in terms of language teaching will be gathered. Senior high students
in two classes participated in this study. One class adopted the inductive method to learn vocabulary knowledge; the other acquired the vocabulary through the traditional deductive method. The inductive group had five inductive learning activities based on concordancer-based worksheets. Each activity consisted of three parts, including a pretest whose aim was to promote learners’ awareness of target items and test their understanding toward these target items, worksheet activities in which learners were required to read through authentic materials and complete the tasks, and a post test which examined learners’ understanding after finishing the worksheet. After the whole treatment, a delayed posttest was conducted to investigate learners’ improvement after receiving the concordance-based activities. Data were collected through qualitative and quantitative means, including learners’performance on these activities, the scores they obtained on pretests, post-tests and delayed post-tests, teacher and learners’ perception toward the activities gathered through questionnaires and interviews, and also teacher’s suggestions for current on-line concordancers through teacher interviews.
The results indicate that the inductive group, with the aid of concordancer-based worksheets, outperformed the control group on the delayed posttest. It implies that concordancer-based worksheets may be more beneficial for learners in vocabulary and collocation learning. The use of concordancer-based worksheets can make use of the advantages of corpora in learning, compensate for the
lack of equipment and avoid the technical problems. Moreover, according to the teacher and the students’ opinions, it’s possible to integrate concordancer-based
worksheets in senior high school setting.
Key words: corpus, concordancer, vocabulary acquisition, collocation

TABLE OF CONTENTS.............................................................................................v
Chapter 1 Introduction................................................................................................1
1 Overview and research questions………………………………………………...1
2 Organization of the Thesis…………………………………………………..……3
Chapter 2 Literature Review ......................................................................................4
1 Introduction of corpora and corpus tools ...............................................................4
2 Previous empirical studies on corpus use in language learning.............................7
2.1 Concordancers and lexical acquisition..........................................................8
2.2 Concordancers and writing .........................................................................13
2.3 Concordancers and language use in certain genres.....................................14
2.4 Other pedagogical applications of concordancers ......................................15
3 The teacher’s role in CALL applications ...........................................................17
Chapter 3 Research Method .....................................................................................19
1 Participants.........................................................................................................19
2 Length of the study ............................................................................................19
3 Instruments.........................................................................................................19
3.1 Introduction to the on-line concordancers used in this study .....................20
3.1.1 VLC web concordancer .......................................................................20
3.1.2 NTNU web concordancer ....................................................................21
3.1.3 Concordancer and collocation tools in the CANDLE project at
NTHU………………. .....................................................................................22
3.2 Handout for demo session...........................................................................24
3.3 Tests ............................................................................................................25
3.4 Worksheets..................................................................................................29
3.4.1 The use of paper worksheets................................................................29
3.4.2 Completing the worksheets..................................................................32
3.5 Questionnaires.............................................................................................34
3.6 Interview .....................................................................................................34
4 Procedures of the study and instructional design...............................................36
5 Data collection ...................................................................................................37
6 Data Analysis .....................................................................................................37
Chapter 4 Results and Discussion ............................................................................38
1 The First Research Questions ............................................................................38
1.1 The interrelationship between the scores on immediate pretests and
immediate posttests..............................................................................................39
1.2 The relationships among the scores on the immediate pretests, immediate
posttests and the delayed posttest ........................................................................41
1.2.1. Lesson 2 ..............................................................................................41
1.2.2. Lesson 3 ..............................................................................................42
1.2.3 Lesson 4 ...............................................................................................44
1.2.4 Lesson 5 ...............................................................................................45
1.2.5 Lesson 6 ...............................................................................................48
1.3 The effect of concordancer-based activities and traditional deductive
learning in collocation and vocabulary learning..................................................50
2 The Second Research Questions........................................................................51
2.1 Language proficiency and performance in learning activities....................51
2.2 The relationship between learning styles and performance on the
concordancer-based activities. .............................................................................56
3 The Third Research Questions...........................................................................58
3.1 The learners’ perspectives on the time arrangement of the activities.........58
3.2 Learners’ perspectives on the quality and quantity of the sentences selected
from online corpora..............................................................................................59
3.3 The effects of the concordancer-based worksheets on vocabulary learning
..............................................................................................................................61
3.4 Learners’ perspectives on the number of target items ................................63
3.5 Learners’ attitudes towards the concordancer activities .............................63
4 The Fourth Research Question...........................................................................68
4.1 Practicality of concordancer-based worksheets ..........................................68
4.2 Suggestions for concordancer-based worksheets in pedagogical
applications ..........................................................................................................69
4.3 Suggestions for the improvement of available on-line concordancers in
terms of teacher use in developing worksheets for teaching ...............................70
5 Summary of the findings....................................................................................71
Chapter 5 Conclusions...............................................................................................73
1 Limitations of the current study and directions for future research...................73
1.1 Small number and background of participants ...........................................73
1.2 Evaluation scale of the questionnaire .........................................................74
1.3 Absence of a reference chart of the use of target items ..............................74
1.4 Interest.........................................................................................................74
2 Pedagogical implications ...................................................................................75
2.1 The application of data-driven learning (DDL) ..........................................75
2.2 The importance of the depth of vocabulary knowledge..............................76
2.3 The use of corpus data without concern for technical problems ................77
References...................................................................................................................78

                                

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