以語料庫為本的漢語動助詞教學設計與成效分析

Abstract

語料驅動學習（Data-Driven Learning，DDL），主張讓學習者從被動的知識接收者轉為主動的研究者，透過典型、大量且具語境的目標語輸入，驅動一個由下而上的學習過程。而針對華語中「動助詞」（Verb-particles）的學習難點，過往文獻也提出了提供學習者大量、典型且具語境語料輸入的教學建議，與DDL的精神不謀而合，本研究為探討應用DDL於動助詞的教學成效，進行了九堂課的實證研究。 本研究招募到十九位中、高級程度的華語學習者完整參與並進行前測、後測、延宕後測以及問卷調查。課程採線上DDL間接教學法，每堂50分鐘，共計九堂課。測驗結果顯示，學習者後測答對率相較前測平均提升了6.95%，據統計顯著性，顯示DDL對於動助詞的學習有幫助；在延宕後測中，學習者的表現也顯示此學習法能保存長期記憶。而在問卷調查中可以知道學習者還是比較喜歡在現場討論而非線上討論；在教學滿意度中學習者喜歡經筆者篩選並改寫過的語料單，因其句子簡單、對其學習有幫助，因此覺得課程內容實用；而對DDL的看法，學習者覺得DDL可以讓學習者的中文更進步且願意在未來繼續使用語料庫來學習中文。 綜合學習者的反饋意見，本研究文末也提出了教學設計建議。期望透過學習者的積極反饋以及具有實際成效的研究結果，讓更多研究者與教學者關注並應用DDL。

Data-Driven Learning (DDL) advocates for transforming learners from passive recipients of knowledge to active researchers. Through typical, large-scale, and context-rich target language input, it drives a bottom-up learning process. Previous studies on the learning difficulties of verb-particles in Mandarin Chinese have recommended providing learners with abundant, typical, and context-rich input, aligning with the principles of DDL. This study aimed to investigate the effectiveness of applying DDL in teaching verb-particles through a two-week empirical study. Nineteen intermediate to advanced Mandarin learners participated fully, completing pre-tests, post-tests, delayed post-tests, and questionnaires. The course employed an online indirect DDL teaching method, with each session lasting 50 minutes, totaling nine sessions. Test results showed that the learners' post-test accuracy improved by an average of 6.95% compared to the pre-test, reaching statistical significance, indicating that DDL is beneficial for learning verb-particles. The performance in the delayed post-test also demonstrated that this learning method supports long-term memory retention. Questionnaire responses revealed that learners still preferred in-person discussions over online discussions. In terms of teaching satisfaction, learners favored the materials filtered and rewritten by the instructor, finding the simplified sentences helpful for their learning and practical in content. Regarding DDL, learners believed that DDL could enhance their Chinese proficiency and expressed willingness to continue using corpora for learning Chinese in the future. Based on learners' feedback, the study concludes with suggestions for teaching design. The study hopes that the positive feedback and effective results will encourage more researchers and educators to focus on and apply DDL.