語料驅動學習語法教學之學習者態度分析

Abstract

語料驅動學習（Data-Driven Learning, DDL）強調透過真實語料的觀察與同儕互動，使學習者能以自主的方式發現語言的規則並理解語言在實際語境中的運用。在華語語法教學中，許多語法點需結合特定的語境與使用時機，對於這類語法相當適合運用語料驅動學習，透過真實語料的句子讓學習者明白如何正確的運用語法於句子中。本研究以語料驅動學習為核心，設計並實施了語法教學實驗，旨在探討學習者對此教學法的態度及其在語法學習中的成效。 本教學實驗總共有15位參與者，語言程度包括中級至中高級，以《中文聽說讀寫》中的十個語法點為課程內容，實驗為期三週，總共八堂課，課程採取線上教學之混合式語料驅動學習，於一堂50分鐘的課程中結合直接教學法和間接教學法，並透過前測、後測、問卷調查與訪談評估學習成果與態度。研究結果顯示，學習者在後測中的平均成績提升了28.4分，由此可知，語料驅動學習法有助於語法學習。另外，透過問卷調查結果與訪談得知學習者對於混合式語料驅動學習法持中立的態度，受個人學習偏好與語言程度影響，此外，大部分的學習者認為教學活動的小組討論與以遊戲方式鞏固語法知識具趣味性與實用性，並認為透過語料驅動學習有法助於理解語法使用的語境與用法。 根據學習者的反饋與教學實驗的觀察，本研究提出了語料驅動學習法在線上華語語法教學中的應用限制及未來發展方向，期望將此教學法進一步推廣至實體的華語教學課堂，讓更多學習者能從中受益。

The Data-Driven Learning (DDL) emphasizes learning through observation of authentic corpus data and peer interaction, enabling learners to autonomously discover language rules and understand their application in real-life contexts. In the teaching of Chinese grammar, many grammatical structures are context-dependent and time-specific, making DDL particularly suitable. By exposing learners to authentic corpus-based sentences, this approach helps them understand the correct usage of grammar in sentences. This study designed and implemented a grammar teaching experiment centered on the DDL approach, aiming to investigate learners' attitudes toward this teaching method and its effectiveness in grammar learning. The teaching experiment involved 15 participants with intermediate to upper-intermediate Chinese proficiency levels, focusing on ten grammatical points from the textbook Integrated Chinese. Conducted over three weeks, the experiment included eight online lessons, adopting a blended DDL approach. Each 50-minute lesson integrated hands-on and hands-off teaching methods and utilized pre-tests, post-tests, questionnaires, and interviews to assess learning outcomes and attitudes. The results revealed that learners achieved an average improvement of 28.4 points in their post-test scores, indicating the effectiveness of the DDL approach in facilitating grammar learning. Additionally, questionnaire and interview showed that learners held neutral attitudes toward the blended DDL approach, influenced by personal learning preferences and language proficiency. Moreover, most learners found group discussions and game-based activities enjoyable and helpful for consolidating grammar knowledge. They also recognized that the DDL approach contributed to a better understanding of grammar usage and contextual applications. Based on learner feedback and observations from the teaching experiment, this study discusses the limitations of applying the DDL approach in online Chinese grammar instruction and suggests potential directions for future development. It is hoped that this teaching method can be further extended to in-person Chinese classrooms, allowing more learners to benefit from it.