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

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