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| DC 欄位 | 值 | 語言 |
|---|---|---|
| dc.contributor.advisor | 張莉萍 | zh_TW |
| dc.contributor.advisor | Li-ping Chang | en |
| dc.contributor.author | 莊欣諦 | zh_TW |
| dc.contributor.author | Xin-Di Zhuang | en |
| dc.date.accessioned | 2025-11-26T16:31:05Z | - |
| dc.date.available | 2025-11-27 | - |
| dc.date.copyright | 2025-11-26 | - |
| dc.date.issued | 2025 | - |
| dc.date.submitted | 2025-09-16 | - |
| dc.identifier.citation | 丁曉穎、許展嘉、龍水水、王炳勻（2020）。語料驅動學習融入華語課堂之教學設計。華語文教學研究，17（3），103-137。
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Corpora as open educational resources for language teaching. Foreign Language Annals, 53, 359-370. https://doi.org/10.1111/flan.12464 Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Yeh, Meng, and Xian Zhang. (2018). Corpus-based instruction: Teaching discourse-linking jiu(就) in storytelling. Chinese as a Second Language, 53(1), 1-23. | - |
| dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/101025 | - |
| dc.description.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。 | zh_TW |
| dc.description.abstract | 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. | en |
| dc.description.provenance | Submitted by admin ntu (admin@lib.ntu.edu.tw) on 2025-11-26T16:31:05Z No. of bitstreams: 0 | en |
| dc.description.provenance | Made available in DSpace on 2025-11-26T16:31:05Z (GMT). No. of bitstreams: 0 | en |
| dc.description.tableofcontents | 摘要 i
Abstract ii 目次 iv 表次 vi 圖次 vii 第一章、緒論 1 1.1研究動機 1 1.2研究範圍與目的 2 1.3研究問題 3 第二章、文獻回顧 5 2.1動助詞的定義與範圍 5 2.2 動助詞的難易度與教學語法 16 2.2.1動助詞的難易度 16 2.2.2動助詞的教學語法 19 2.3 DDL的理論基礎與內涵 20 2.4 DDL的教學設計 26 第三章、研究方法 33 3.1實驗設計 33 3.1.1學習者背景資料 33 3.1.2課程設計 35 3.2資料收集 36 3.2.1課前基本資料問卷 36 3.2.2課後問卷 36 3.2.3前測、後測與延宕後測 37 第四章、語料驅動學習教學設計 41 4.1間接DDL教學設計 41 4.2製作語料單 41 4.3教案設計 45 4.4教學活動設計 47 第五章、成效分析與問卷結果分析 52 5.1成效分析 52 5.1.1三類動助詞前後測分析 55 5.1.2題目分析 57 5.2問卷調查結果 62 5.2.1個人學習特質 62 5.2.2教學滿意度 65 5.2.3對DDL的看法 69 5.3學習者態度與成效之間的關係 72 第六章、結論 74 6.1研究總結 74 6.2研究限制 76 6.3建議與未來展望 76 參考文獻 78 附錄一、前後測試題 82 附錄二、課前基本資料問卷 89 附錄三、課後問卷 90 附錄四、課堂使用語料單 95 附錄五、總複習活動（複習單） 119 | - |
| dc.language.iso | zh_TW | - |
| dc.subject | 語料驅動學習 | - |
| dc.subject | 動助詞 | - |
| dc.subject | 語料庫 | - |
| dc.subject | 華語教學設計 | - |
| dc.subject | 實證研究 | - |
| dc.subject | 線上教學 | - |
| dc.subject | data-driven learning | - |
| dc.subject | verb particle | - |
| dc.subject | corpus | - |
| dc.subject | Chinese instructional design | - |
| dc.subject | empirical study | - |
| dc.subject | online teaching | - |
| dc.title | 以語料庫為本的漢語動助詞教學設計與成效分析 | zh_TW |
| dc.title | Corpus-Based Instructional Design and Learning Effectiveness Analysis of Chinese Verb Particles | en |
| dc.type | Thesis | - |
| dc.date.schoolyear | 114-1 | - |
| dc.description.degree | 碩士 | - |
| dc.contributor.oralexamcommittee | 洪嘉馡;蔡宜妮 | zh_TW |
| dc.contributor.oralexamcommittee | Jia-Fei Hong;I-Ni Tsai | en |
| dc.subject.keyword | 語料驅動學習,動助詞語料庫華語教學設計實證研究線上教學 | zh_TW |
| dc.subject.keyword | data-driven learning,verb particlecorpusChinese instructional designempirical studyonline teaching | en |
| dc.relation.page | 120 | - |
| dc.identifier.doi | 10.6342/NTU202504478 | - |
| dc.rights.note | 同意授權(限校園內公開) | - |
| dc.date.accepted | 2025-09-16 | - |
| dc.contributor.author-college | 文學院 | - |
| dc.contributor.author-dept | 華語教學碩士學位學程 | - |
| dc.date.embargo-lift | 2030-09-12 | - |
| 顯示於系所單位： | 華語教學碩士學位學程 | |
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