2005年國家教育研究院籌備處曾進行過一項全國性國小學生英語成就評量研究，結果顯示：國小英語初學者因欠缺組織句子結構的能力，導致運用單字、片語造句的困難。組織字彙的文法功用（grammatical function）是造句的關鍵能力。此項議題，實證研究似顯不足。
資訊科技融入英語教學是當今諸多學者研究的議題之一。在眾多資訊科技工具當中，以網路為基礎的字詞檢索系統已被廣泛運用於寫作與單字學習。但是，大部份研究以高中教育程度以上的學生為對象。本研究的目的，擬利用時間序列研究設計（time-series design），探討國小學童運用英語字詞檢索系統於單字學習的成效，並著重學習字義、用法及造句的發展。
我們首先研發一個專為台灣國小學童設計的中英雙語檢索系統，語料是參照國小英語課本而彙整。此外，字詞檢索系統與線上字典連結，以利使用者查詢字義。在研究試驗期（piloting phase），我們找到一國小五年級班級，施以該字詞檢索系統的訓練。之後在該班中選出七位學生為對象，受試者之英語程度相異，但電腦能力相似。為評量學生使用單字的能力，我們分別在各研究期程使用一項自製的單字測驗，要求受試者回答單字的意義、用法，並造句。首先，受試者完成一份學習背景問卷，並接受三次前測，測驗他們是否認識五十一個從五六年級課本篩選出來的動詞。依受試者在前測的表現，得出七份個別化十二個動詞的字表（分數為零），分派給個別受試者。在此字表中，每位受試者共有六個相同的動詞，此共同動詞為本研究檢測之主要單字（target word）。在教學期間，受試者分別在十二次使用檢索系統的機會中，得出所查詢動詞的意義及用法。之後，他們接受兩次後測和一次距離第二次後測四週後的延宕後測。我們並施以訪談，探討學童對於使用字詞檢索系統於單字教學的看法。
從前測的結果指出受試者對於主要單字的意義、用法一無所知，也無法造句。在使用檢索系統期間，受試者單字測驗的整體表現顯示他們能夠從語料例句中得出主要單字的意義、歸納其文法功用，並且造句。即便他們在延宕後測中些微退步，他們的表現仍優於前測，說明他們仍維持單字知識。經由統計分析，受試者在教學期、兩次後測及延宕後測的意義、用法、造句的表現顯著地優於他們在前測的起始表現，檢索字詞的效果能維持至延宕後測。至於受試者對此檢索教學的看法大多採取正面的態度，他們認為透過檢索字詞，能幫助他們學習單字意義、歸納單字用法。而受試者的英語程度、分析語料所需的時間、分析技巧，以及是否有使用電腦的機會等因素可能會影響語料檢索的效益與未來使用的意願。
本研究結果發現：當充分考量國小學童的生、心理發展狀態時，以歸納方式的字詞檢索教學活動能為大部份國小受試者接納。國小學童能逐步建構單字的意義、文法功用，並能使用單字造句，此成效尚能延續六週。研究顯示，國小英語學習情境，實施網路字詞檢索教學顯現績效及可能性。

In 2005, a nationwide English achievement assessment was held by National Academy for Educational Research Preparatory Office for primary school students in Taiwan. The findings of the study revealed that manipulating words and phrases to make sentences is a challenge for beginning learners of English at primary schools. The study also suggested that students need to cultivate the competence of organizing grammatical functions of words in a sentence. It is thus crucial to teach the beginning learners the grammatical functions of words to make sentences. However, few empirical studies have been conducted to investigate this issue.
Nowadays many researchers and educators have explored the effectiveness of integrating information technologies in language learning and teaching. Among all kinds of technologies, web-based concordancing has been extensively used for writing and vocabulary learning. Nevertheless, most previous studies concerning concordancing have investigated the use by learners at the tertiary levels; research on primary school students is under-represented. To fill the void, the purpose of the study aims to investigate the effectiveness of concordancing on vocabulary learning at the primary school level, focusing on the learners’ development of word meaning, grammatical function, and sentence production with a time-series design.
Seven fifth-graders from an intact class with varying proficient levels but similar computer literacy were involved in the study. They were trained to utilize a concordancer in the piloting phase. A Chinese-English concordancer specifically for Taiwanese primary school students has been developed with a corpus taken from sentences modeling their English textbooks. Besides, the concordancer is augmented with links to online dictionaries in case users need help with word senses. A self-designed vocabulary test was used in the pretest, treatment, and posttest phases, requiring the participants to provide the Chinese meanings and the grammatical functions of the words, and to use the words to create sentences. At the pretest phase, the participants completed a background questionnaire and were assessed with fifty-one verbs which were taken from their grade five and six textbooks for three times so as to obtain a baseline of their understanding of the verbs. Seven individualized word lists of the twelve verbs scored zero were assigned to the participants. Six out of the twelve verbs were common to all participants and selected as the target words. During the treatment phase, they consulted the concordancer to get the meanings and the grammatical functions of their individualized twelve verbs unknown to them in twelve sessions. Afterwards, they were assessed with two posttests and one delayed posttest in a lapse of four weeks after the second posttest. An interview for exploring the participants’ perceptions on concordancing was administered between the second posttest and the delayed posttest.
Based on the results of the pretests, the target words were completely unknown to the participants in terms of the meaning, grammatical function, and sentence production aspects. During the concordancing treatment, their general performance of the vocabulary tests showed that they fostered the lexical knowledge of the six target words in terms of the three aspects. Even though their performances slightly declined in the delayed posttest, they were still better than those of the pretests, indicating they still retained the vocabulary knowledge. Through a variety of statistical analyses, it was demonstrated that their performances of the vocabulary tests in the treatment, the first two posttests, and the delayed posttest were significantly better than their entry performances in the pretests. The effects of concordancing lasted through the delayed posttest. As for their perspectives on the concordancing instruction, the participants held positive attitudes towards the concordance-enhanced vocabulary learning and agreed that it was helpful for them to understand the meanings and the grammatical functions through concordancing. The factors, such as proficiency levels, the analytical skills, the feature of time-consuming in data analysis, and the access to the computer, might affect their performances and attitudes towards the usefulness of concordancing and willingness to use it in the future.
The findings of the study imply that the concordancing activity in the inductive approach is acceptable to most primary school participants since their traits of physical development and mental condition are taken into consideration. Furthermore, concordancing has a potential to scaffold the meanings and grammatical functions of words. The participants could produce sentences with searched words. The effects of concordancing could last up to six weeks. In conclusion, it is feasible to administer the concordancing instruction in primary school contexts.

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