語料驅動學習應用在中文詞彙教學之成效分析

Abstract

語料驅動學習法(Data-Driven Learning, DDL)目的是讓學習者從被動地接受知識轉變為積極地進行研究,通過大量具有語境的語料輸入來推動自下而上的學習。雖然 DDL 已在英語教學中廣泛應用,但在華語教學中仍較少見。因此,本研究旨在探討 DDL 在中文近義詞教學中的應用效果。 研究選取台灣華語教材《當代中文課程》中的九組近義詞作為研究對象,並以十七名來自不同國家和年齡層的華語二語學習者為實驗對象。教學實驗採用DDL 間接教學法及直接教學法並行,每次課程的第一課時使用間接法,第二課時使用直接法,共計十個課時,每課時 50 分鐘,總共進行了兩週的教學實驗。使用的語料庫為中文簡單語料庫及 COCT 2019 書面語語料庫。間接法由教師預先準備語料,直接法則由學生自行使用語料庫進行探索。 實驗結果顯示,DDL 教學法在近義詞的辨識和使用上對學生有顯著的提升效果。後測成績相比前測平均提升了 8%,表明 DDL 教學法能夠有效促進近義詞的學習和應用能力。此外,延宕測驗結果顯示,DDL 教學法有助於學生長期記憶和保留近義詞的能力。B2 及 C1 學習者在測驗中表現最佳,而 B1 學習者雖然起初成績較差,但在 DDL 課程結束後成績顯著提升,顯示 DDL 課程尤其有助於協助中等程度學習者區辨近義詞。 在學習者態度部分,本研究透過量化與質性分析,探討 DDL 在華語學習中的應用與接受程度。量化分析顯示,學習者對「搭配」與「詞類」等概念表現出高度滿意,認為能提升語言能力並促進自主學習和同儕討論。課程結構與活動也獲得正面評價。大部分學習者在課前皆聽過語料庫,在兩個語料庫中,對中文簡單語料庫的滿意度較高。質性分析則顯示,學習者在 DDL 課程中能有效利用語料庫資源,提升詞彙使用和語境理解,增強語言理解與學習自主性。學習者認為DDL 課程適合各種學習水平,特別是中級以上的學習者,對初學者也有幫助。 本研究對中文作為第二語言的教學提供了新的啟示,顯示出語料驅動學習在詞彙教學中的潛力。未來研究中可以採用不同的教學設計,例如,先實施直接DDL、後實施間接 DDL 的教學順序,或增加更多近義詞組的教學內容,另外也須評估教學地點、課時及設備安排,以提高整體教學效果。

The purpose of Data-Driven Learning (DDL) is to transform learners from passive knowledge receivers to active researchers by using a large amount of context-rich language input to drive a bottom-up learning process. While DDL has been widely applied in English language teaching, it is still relatively uncommon in Chinese language instruction. Therefore, this study aims to explore the effectiveness of DDL in teaching Chinese near-synonyms. The study selected nine groups of near-synonyms from the Taiwanese Chinese textbook "Contemporary Chinese Course" and involved seventeen Chinese as a second language learners from different countries and age groups as experimental subjects. The teaching experiment employed both indirect and direct DDL methods. The first session of each lesson used the indirect method, while the second session used the direct method, totaling ten sessions, each lasting 50 minutes, over two weeks. The corpora used were the Chinese Easy Corpus and the COCT 2019 Written Corpus. In the indirect method, the teacher prepared worksheets in advance, while in the direct method, students explored the corpus themselves. The experimental results indicate that the DDL teaching method significantly enhances students' recognition and usage of near-synonyms. The post-test scores showed an average increase of 8% compared to the pre-test scores, demonstrating that the DDL teaching method effectively promotes the learning and application of near-synonyms. Furthermore, the delayed post-test results show that the DDL teaching method aids in the long-term memory and retention of near-synonyms. B2 and C1 level learners performed the best in the tests, while B1 learners, although initially scoring lower, showed significant improvement after the DDL course, indicating that the DDL course is particularly beneficial for intermediate learners in distinguishing near-synonyms. In terms of learner attitudes, this study used both quantitative and qualitative analyses to explore the application and acceptance of DDL in Chinese learning. Quantitative analysis showed that learners were highly satisfied with concepts like "collocation" and "word class," believing that these enhance language proficiency and promote autonomous learning and peer discussions. The course structure and activities also received positive feedback. Most learners had heard of corpora before the course, and among the two corpora used, they showed higher satisfaction with the Chinese Easy Corpus. Qualitative analysis revealed that learners could effectively use corpus resources in the DDL course, enhancing vocabulary usage and contextual understanding, thereby strengthening language comprehension and autonomous learning. Learners felt that the DDL course is suitable for various learning levels, particularly for intermediate and advanced learners, but it also benefits beginners. This study provides new insights into Chinese as a Second Language teaching, highlighting the potential of data-driven learning in vocabulary instruction. Future research could explore different instructional designs, such as implementing direct DDL first, followed by indirect DDL, or incorporating more synonym sets into the teaching content. Additionally, evaluating factors such as teaching locations, class duration, and equipment arrangements will be necessary to enhance the overall teaching effectiveness.