(3.236.214.19) 您好!臺灣時間:2021/05/10 06:20
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果

詳目顯示:::

我願授權國圖
: 
twitterline
研究生:施懿珊
研究生(外文):Yi-shan Shih
論文名稱:資料驅動學習法運用於高職單字教學
論文名稱(外文):Integrating Data-Driven Learning into Vocabulary Teaching at the Vocational High School Level
指導教授:王世平王世平引用關係
指導教授(外文):Shih-ping Wang
口試委員:王世平
口試委員(外文):Shih-ping Wang
口試日期:2014-01-13
學位類別:碩士
校院名稱:國立臺灣科技大學
系所名稱:應用外語系
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2014
畢業學年度:102
語文別:英文
論文頁數:171
中文關鍵詞:資料驅動學習單字學習字表
外文關鍵詞:Data-Driven Learningvocabulary learningwordlist
相關次數:
  • 被引用被引用:1
  • 點閱點閱:193
  • 評分評分:系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔
  • 下載下載:0
  • 收藏至我的研究室書目清單書目收藏:1
學習英文單字,特別是對於高職的學生來說,往往被視為單調乏味。例如,教師在教學上要找出適當的單字表讓學生們在學習上參考,是極具挑戰又令人感到挫折的一項繁瑣的工作。基於此,本研究旨在(1) 為教師及學習者找出必教必學的單字表,使師生能夠清楚得知統測應外群,單字含蓋的範圍,哪些單字應該要教、應該要學會;(2) 資料驅動學習法運用於單字教學的成效;(3) 學生們對於資料驅動學習法的成效及態度。本研究運用了The WordSmith Tools 5.0 及Microsoft Office Excel 2007,就三個考科中,建構語料庫,從歷屆試題截取出高頻率單字及其重複單字 (語料庫來源:四技二專統一入學測驗英文科、應用外語群專業科目歷屆試題)。資料驅動學習法運用在單字教學中,目的在於激勵學習者,歸納出該單字的用法及規則。本研究預期,學生的單字學習動機將有所提升。研究結果顯示出,因單字表的來源是確實出現在歷屆試題中,學習者學習意願高;學生們也認同,在與傳統的教學法相較之下,對自己的學習歷程,較具有責任心。此外,就資料驅動學習法而言,他們樂於接受此教學法。本研究的結果顯示:從考古題中截取出來的單字表,並將資料驅動學習法運用在單字教學上是有相當的成效的。
Vocabulary learning has been monotonous especially for learners in vocational high schools. For example, it is a challenging task to find an appropriate wordlist with vocabulary size as the reference for both instructors and students. Therefore, the aim of this study intends to explore (1) the essential wordlist to have a clear picture about what vocabulary and its coverage should be taught and learned, (2) the effects of Data-Driven Learning (DDL) integrated in vocabulary teaching, and (3) the attitude towards DDL in language learning. This study uses the WordSmith Tools 5.0 and Micorsoft Office Excel 2007 to sort out the high-frequency and overlapping words extracted from three test banks based on the Entrance Exam of Technological and Vocational Education Joint College during the past decade. DDL has been integrated into the vocabulary teaching to motivate learners to explore the grammar rules and word usages on their own. It is expected to enhance their motivation to learn vocabulary. The current results indicate that the learners have positive attitudes towards DDL. Students recognized that it is helpful if a corpus is introduced in classes, revealing that the corpus is more useful than traditional dictionaries. The findings strongly suggest that DDL is effective in language teaching and learning.
中文摘要 i
ABSTRACT ii
ACKNOWLEDGEMENT iii
TABLE OF CONTENTS v
LIST OF TABLES vii
LIST OF FIGURES viii
CHAPTER ONE INTRODUCTION 1
1.1 Background and Motivation 1
1.2 Purpose of the Study 4
1.3 Research Questions 4
1.4 Definition of Key Terms 5
1.5 Significance of the Study 6
1.6 Structure of the Thesis 6
CHAPTER TWO LITERATURE REVIEW 8
2.1 Approaches to EFL Vocabulary Pedagogy 8
2.1.1 Development in Vocabulary Pedagogy 8
2.1.2 Corpus in Vocabulary Pedagogy 10
2.2 Vocabulary Pedagogy 11
2.2.1 What Vocabulary to Learn 12
2.2.2 Word Classification 16
2.2.3 The Definition of Knowing a Word 16
2.2.4 Challenges in Vocabulary Learning 17
2.3 Implementation of Corpus Linguistics in Language Pedagogy 18
2.3.1 The Definition of Data-Driven Learning (DDL) 21
2.3.2 Concordance in Language Learning 22
2.3.3 The Advantages and Limitations of DDL 23
2.3.4 Empirical Studies on DDL 27
2.3.5 Summary of Studies on DDL 30
CHAPTER THREE METHODOLOGY 34
3.1 Participants 34
3.2 Instruments 35
3.3 Materials 37
3.4 Procedures 43
3.5 Data Analysis 44
3.6 Pilot Study 45
CHAPTER FOUR RESULTS AND DISCUSSION 47
4.1 Research Question One: The High-Frequency and Overlapping Wordlists from the Test Banks 47
4.1.1 General English: Top 50 High-Frequency Words 47
4.1.2 Professional English One: Top 50 High-Frequency Words 48
4.1.3 Professional English Two: Top 50 High-Frequency Words 49
4.1.4 Overlapping Words among Three Test Banks 51
4.2 Research Question Two: Results of the Pretest and Posttest 51
4.2.1 Statistical Analysis: Paired Sample T-Test of the Experimental Group 51
4.2.2 Statistical Analysis: Paired Sample T-Test of the Control Group 52
4.3 Research Question Three: Students Attitudes towards DDL 53
4.3.1 Advantages of Corpus Use 53
4.3.2 Problems/Difficulties in Corpus Use 54
4.3.3 Student Responses to Corpus Use in English Learning 56
4.3.4 Problem Solution by Using the Corpus in English Learning 57
4.3.5 Student overall Evaluations of Corpus Use 58
4.4 Discussion 59
4.4.1 Effects of DDL Integrated in Vocabulary Learning 59
4.4.2 Participants’ Attitudes towards DDL 61
CHAPTER FIVE CONCLUSION 63
5.1 Summary of the Major Findings 63
5.2 Pedagogical Implications 64
5.2.1 Corpus as Teaching and Learning Materials 64
5.2.2 Potential Benefits of DDL on Vocabulary Learning 65
5.2.3 Enhancing Vocabulary Learning Efficiency and Effectiveness 66
5.3 Limitations of the Current Study and Directions on Future Research 67
REFERENCES 68
APPENDICES 75
Appendix Ⅰ Top-1000 high-frequency words 75
Appendix Ⅱ Overlapping words among three test banks 103
Appendix Ⅲ The pretest and posttest 107
Appendix Ⅳ Handouts for the experimental group 117
Appendix Ⅴ Handouts for the control group 154
Appendix Ⅵ Questionnaire for self-report 156
Allan, R. (2009). Can a graded reader corpus provide ‘authentic’input? ELT journal, 63(1), 23-32.
Belles-Fortuno, B., & Gea-Valor, M. L. (2010). Corpus-based approaches to English language teaching. London: Continuum International Publishing Group.
Bernardini, S. (2002). Exploring new directions for discovery learning. Language and Computers, 42(1), 165-182.
Biber, D., Conrad, S., & Reppen, R. (1998). Corpus linguistics: Investigating language structure and use. Cambridge: Cambridge University Press.
Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E. (1999). Longman Grammar of Spoken and Written English. London: Longman.
Biber, D,. Conrad, S., & Cortes, V., (2004). If you look at…: Lexical bundles in university teaching and texbooks. Applied Linguistics 25(3), 371-405.
Binkai, J. (2012). An Empirical Study on Corpus-driven English Vocabulary Learning in China. English Language Teaching, 5(4), 131-137.
Bocheng, Z., & Han, W. (2004). A Study on Presentation Models in English Vocabulary Teaching. Foreign Languages and Their Teaching, 4, 27-30.
Botao, W., Min, Y., & Yunxia, S. (2010). A study on a computer-based corpus approach to college English writing. Paper presented at the International Conference on Information Technology and Applications (IFITA).
Boulton, A. (2007). But where's the proof? The need for empirical evidence for data-driven learning. Paper presented at the Proceedings of the BAAL Annual Conference 2007.
Boulton, A. (2008). Looking for empirical evidence of data-driven learning at lower levels. In B. Lewandowska-Tomaszczyk (Eds.), Corpus linguistics, computer tools, and applications: State of the art (pp. 581-598). Frankfurt: Peter Lang.
Boulton, A. (2009a). Data-driven learning: Reasonable fears and rational reassurance. Indian Journal of Applied Linguistics, 35(1), 81-106.
Boulton, A. (2009b). Testing the limits of data-driven learning: language proficiency and training. ReCALL, 21(1), 37-54.
Boulton, A. (2010). Data-driven learning: on paper, in practice. In T. Harris & M. Moreno Jaen (Eds.) Corpus linguistics in language teaching (pp. 17-52). Bern: Peter Lang.
Boulton, A. (2010). Data-driven learning: Taking the computer out of the equation. Language Learning, 60(3), 534-572.
Boulton, A. (2011). Data-driven learning: The perpetual enigma. In S.
Goźdź-Roszkowski (Ed.), Explorations across Languages and corpora (pp.
563-580). Frankfurt: Peter Lang.
Braun, S. (2007). Integrating corpus work into secondary education: From data-driven learning to needs-driven corpora. ReCALL, 19(3), 307-328.
Carter, R., & McCarthy, M. (1995). Grammar and the spoken language. Applied Linguistics, 16(2), 141-158.
Carter, R., McCarthy, M., & Channell, J. (1988). Vocabulary and language teaching. London: Longman.
Celce-Murcia, M. (1991). Language teaching approaches: An overview. Teaching English as a Second or Foreign Language, 2, 3-10.
Chambers, A. (2005). Integrating corpus consultation in language studies. Language Learning & Technology, 9(2), 111-125.
Chambers, A., Farr, F., & O'Riordan, S. (2011). Language teachers with corpora in mind: From starting steps to walking tall. Language Learning, 39(1), 85-104.
Chambers, A., & O’Sullivan, I. (2004). Corpus consultation and advanced learners’ writing skills in French. ReCALL, 16(1), 158-172.
Chen, C. I. (2003). Reading instruction in junior high school: How do junior high School English Teachers Instruct Reading? Unpublished master's thesis, National Taiwan Normal University, Taipei, Taiwan.
Chen, Y. C. (2010). The effectiveness of online corpus consultation on developing Taiwanese high school students’ collocational knowledge and enhancing vocabulary learning in terms of multiple definitions. Unpublished master's thesis, National Taiwan Normal University, Taipei, Taiwan.
Cheng, S. (2011). Corpus-driven instruction on English verb usage acquisition. Unpublished master's thesis, I SHOU University.
Cheng, W., Warren, M., & Xun-feng, X. (2003). The language learner as language researcher: putting corpus linguistics on the timetable. System, 31(2), 173-186.
Conrad, S. M. (1999). The importance of corpus-based research for language teachers. System, 27(1), 1-18.
Feather, E. A. (2005). A high-frequency word list for teaching adult beginning readers to read the bible. Reading improvement, 42(3), 131-136.
Flowerdew, J. (1996). Concordancing in language learning. In M. Pennington (Ed.), The power of call (pp. 97-113). Houston, TX: Athelstan.
Flowerdew, J. (2002). Computer-assisted Analysis of Language Learner Diaries A Qualitative Application of Word Frequency and Concordancing Software. Language and Computers, 42(1), 231-243.
Flowerdew, L. (2009). Applying corpus linguistics to pedagogy: A critical evaluation. International Journal of Corpus Linguistics, 14(3), 393-417.
Hadley, G. (2002). An introduction to data-driven learning. RELC Journal, 33(2), 99-124.
Halliday, M. A. K. (2004). Lexicology and Corpus Linguistics. London/New York: Continuum.
Higgins, J. (1991). Which concordances: a comparative review of MSDOS software. System 19(1-2), 91-100.
Huang, C. (2001). An investigation of ESP students’ vocabulary knowledge and reading comprehension. Paper presented at the Selected papers from the tenth international symposium on English teaching.
Huang, S. F. (2002). The correlation between the lexical and syntactic competence and reading comprehension of EFL senior high school students in Taiwan. Unpublished master’s thesis, Department of English, National Kaohsiung Normal University, Taiwan.
Hunston, S. (2006). Corpus Linguistics. In B. Keith (Ed.), Encyclopedia of Language & Linguistics (2nd Edition) (pp. 234-248). Oxford: Elsevier.
Jing, L., & Fengqiu, D. (2010). Corpus-based teaching in writing class of English majors. Paper presented at the Computer Science and Education (ICCSE), 2010 5th International Conference.
Johns, T. (1998). Whence and whither classroom concordancing? In Bongaerts, T., et al. (eds.), Computer Applications in Language Learning (pp. 9-33). Foris, Dordrecht.
Johns, T. (1991). Should you be persuaded: Two samples of data-driven learning materials. English Language Research Journal, 4, 1-16.
Johns, T. (2002). Data-driven learning: The perpetual challenge. Language and Computers, 42(1), 107-117.
Koosha, M., & Jafarpour, A. A. (2006). Data-driven learning and teaching collocation of prepositions: The case of Iranian EFL adult learners. Asian EFL Journal, 8(4), 192-209.
Krishnamurthy, R. (2006). Corpus Lexicography. In B. Keith (Ed.), Encyclopedia of Language & Linguistics (2nd Edition) (pp. 250-254). Oxford: Elsevier.
Larsen-Freeman, D. (2000). Techniques and principles in language teaching. USA: Oxford University Press.
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.
Leel, H. C. (2011). In defense of concordancing: An application of data-driven learning in Taiwan. Procedia-Social and Behavioral Sciences, 12, 399-408.
Li, M., Yang, K., Ni, Y., & Jiang, Y. (2009). New way to lexical acquisition: Approach of corpus-based data driven learning. Paper presented at the International Conference on Computer Science-Technology and Applications (IFCSTA).
Liao, C. F. (2006). A study on vocabulary frequency and vocabulary teaching in junior and senior high schools. Unpublished master's thesis, National Sun Yat-sen University, Kaohsiung, Taiwan.
Liao, I. H. (2007). Vocational high school English teachers' beliefs and practices in integrating vocabulary learning strategies into their instruction. Unpublished master's thesis, National Chengchi University, Taipei, Taiwan.
Lin, C. H. (2006). A quantitative analysis of the vocabulary in the first volume of Taiwanese senior high school English textbooks. Unpublised master's thesis, National Sun Yat-sen University, Kaohsiung, Taiwan.
Lin, Y. C. (2013). The effectiveness of guided concordance use on English vocabulary learning for writing by Chinese-L1 students. Unpublised master's thesis, National Tsing Hua University, Hsinchu, Taiwan.
Liu, B. (2012). Computer-assisted corpus-based college English vocabulary teaching. Paper presented at the 7th International Conference on Computer Science & Education (ICCSE).
Ma, B. (1994). Learning strategies in ESP classroom concordancing: An initial investigation into data-driven learning. In J. Flowerdew & A. Tong (Eds.) Entering texts (pp. 197-214). Hong Kong: Language Centre, The Hoong Kong University of Science and Technology.
Moghadam, S. H., Zainal, Z., & Ghaderpour, M. (2012). A Review on the important role of vocabulary knowledge in reading comprehension performance. Procedia - Social and Behavioral Sciences, 66(7), 555-563.
Nation, I. S. P. (1974). Techniques for teaching vocabulary. English Teaching Forum, 12(3), 18-21.
Nation, I. S. P. (1980). Strategies for receptive vocabulary learning. Guidelines, 3, 18-23.
Nation, I. S. P. (1998). Helping learners take control of their vocabulary learning. GRETA, 6(1), 9-18.
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.
Nation, I. S. P. (2008). Teaching vocabulary : Strategies and techniques. Boston, MA: Heinle.
Nation, I. S. P. (1990). Teaching and learning vocabulary. New York: Newbury House.
Nation, I. S. P. (1994). New ways in teaching vocabulary. Alexandria, VA: TESOL.
Nation, I. S. P. (2001a). Learning vocabulary in another language. Cambridge: Cambridge Unisity Press.
Nation, I. S. P. (2001b). Using small corpora to investigate learner needs: Two vocabulary research tools. In M. Ghadessy, A. Henry & R. L. Roseberry (Eds.) Small corpus studies and ELT: Theory and practice (pp. 31-45). Amsterdam: John Benjamins.
Nation, I. S. P. (2003). The role of the first language in foreign language learning. Asian EFL Journal, 5(2), 1-8.
Nunan, D. (2003). The impact of English as a global language on educational policies and practices in the Asia‐Pacific region. TESOL Quarterly, 37(4), 589-613.
O'Keeffe, A., McCarthy, M., & Carter, R. (2007). From corpus to classroom: language use and language teaching. Cambridge: Cambridge University Press.
Okamoto, K. (2010). Incorporating corpora into English language teaching for undergraduate computer science and engineering students with limited proficiency. Paper presented at the IEEE International Professional Communication Conference (IPCC).
Reppen, R. (2006). Corpus studies: Second language. In B. Keith (Ed.), Encyclopedia of Language & Linguistics (Second Edition) (pp. 248-250). Oxford: Elsevier.
Richards, J. C. (1976). The role of vocabulary teaching. TESOL Quarterly, 10(1), 77-89.
Shaw, E. M. (2011). Teaching vocabulary through data-driven learning (Master thesis, Brigham Young University, USA).
Sinclair, J. M. (1987). Looking up: An account of the COBUILD project in lexical computing and the development of the Collins COBUILD English language dictionary. London: Collins ELT.
Sinclair, J. (1991a). Corpus, Concordance and Collocations. Oxford: Oxford University Press.
Sinclair, J. (1991b). ‘Shared knowldege’ in Alatis, J. (ed.) Georgetown University Round Table on Language and Linguistics. Washington, D. C.: Goergetown University Press, 489-500.
Sinclair, J. (2003). Reading Concordances. London: Longman.
Sinclair, J. M. (2004). How to use corpora in language teaching (Vol. 12). Amsterdam: John Benjamins Publishing Company.
Song, Y., Yang, M., & Sun, Z. (2009). An empirical study on a computer-based corpus approach to English vocabulary teaching and learning. Paper presented at the 2nd IEEE International Conference on Computer Science and Information Technology (ICCSIT).
Sripicharn, P. (2002). Evaluating data-driven learning: the use of classroom concordancing by Thai learners of English. Unpublished PhD dissertation, The University of Birmingham.
Svartivik, J. (1991) ‘What can real spoken data teach teachers of English?’ in Alatis, J. A. (ed.) Linguistics and Langauge Pedagoy: The State of the Art. Washington, DC: Georgetown University Press, 555-565.
Takač, V. P. (2008). Vocabulary learning strategies and foreign language acquisition
(Vol. 27). Clevedon, UK: Multilingual Matters Limited.
Thurstun, J., & Candlin, C. N. (1998). Concordancing and the teaching of the vocabulary of academic English. English for Specific Purposes, 17(3), 267-280.
Tian, S. (2005). Data-driven learning: Do learning tasks and proficiency make a difference? Paper presented at the Proceedings of the 9th Conference of the Pan-Pacific Association of Applied Linguistics. Tokyo: Waseda University Media Mix Corp.
Tsen, F. P. (2002). A study of the effects of collocation instruction on the collocational competence of senior high school students in Taiwan. Unpublished master thesis, National Taiwan Normal University, Taipei, Taiwan.
Wang, J. H. (2006). A corpus study of verb-noun lexical collocations in senior high school English textbooks in Taiwan.Unpublised master's thesis, National Kaohsiung First University of Science and Technology, Kaohsiung, Taiwan.
Wang, K. C. (2004). Vocabulary learning difficulties for senior I students in Taiwan Unpublished master's thesis, National Chengchi University, Taipei, Taiwan.
Wang, L. Y. (2002). Effects of inductive and deductive approach on EFL learning collocation patterns by using concordancers. Unpublished master's thesis, National Yunlin University of Science and Technology, Yunlin, Taiwan.
Wang, S. (2011). On the application of corpus in data-driven form-focused English vocabulary teaching. In Multimedia Technology (ICMT), 2011 International Conference on (pp. 591-594). IEEE.
Wang, S. P. (2005). Corpus-based approaches and discourse analysis in relation to reduplication and repetition. Journal of Pragmatics, 37(4), 505-540.
Wang, S. P. (2006). Corpus-based approach and text analysis in relation to sound symbolism, reduplication and fixed expression. PhD Thesis, University of Nottingham.
Wang, X. W. (2012). The study of data-driven learning in English grammar teaching in elementary school. Unpublished master's thesis, National Taipei Univeristy of Education, Taipei, Taiwan.
Wang, Z. (2011). English vocabulary learning strategies employed by postgraduates of non-English majors. Paper presented at 2nd International Conference on the Artificial Intelligence, Management Science and Electronic Commerce (AIMSEC).
Wible, D., Kuo, C. H., Chien, F. Y., & Taso, N. L. (2001). Automating repeated exposure to target vocabulary for second language learners. In Advanced Learning Technologies, 2001. Proceedings. IEEE International Conference on(pp. 127-128). IEEE.
Wible, D., Kuo, C. H., Chien, F. Y., & Wang, C. C. (2002). Toward automating a personalized concordancer for datadriven learning: a lexical difficulty filter for language learners. Language and Computers, 42(1), 147-154.
Yang, P., & Chen, Q. (2009). Research and design on corpus-informed vocabulary instruction (CIVI) under web condition. Paper presented at the 4th International Conference on Computer Science & Education (ICCSE).
Yang, Y. (2002). Developing the vocabulary size and analysis test for identifying TVES college students’ reading levels. Paper presented at the Proceedings of the Nineteenth International Conference on English Teaching and Learning.
Yoon, H., & Hirvela, A. (2004). ESL student attitudes toward corpus use in L2 writing. Journal of Second Language Writing, 13(4), 257-283.
Yu, L.-T. (2009). A study of integrating web-based concordancing into vocabulary learning for EFL primary school students. Unpublished master's thesis, National Tsing Hua University, Hsinchu, Taiwan.
Zheng, H., Wang, X., & Han, L. (2009). English vocabulary learning system based on theory of depths of processing. Paper presented at the International Conference on Computer Technology and Development (ICCTD). 
連結至畢業學校之論文網頁點我開啟連結
註: 此連結為研究生畢業學校所提供,不一定有電子全文可供下載,若連結有誤,請點選上方之〝勘誤回報〞功能,我們會盡快修正,謝謝!
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
系統版面圖檔 系統版面圖檔