請用此 Handle URI 來引用此文件：
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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 | 李孟儒 | zh_TW |
| dc.contributor.author | Meng-Ru Li | en |
| dc.date.accessioned | 2025-07-24T16:10:39Z | - |
| dc.date.available | 2025-07-25 | - |
| dc.date.copyright | 2025-07-24 | - |
| dc.date.issued | 2025 | - |
| dc.date.submitted | 2025-07-21 | - |
| dc.identifier.citation | 王力（1957）。《中國語法理論》。北京：商務印書館。
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ReCALL, 26(2), 184-201. https://doi.org/10.1017/S0958344014000081 Tomasello, M. (2000). First steps toward a usage-based theory of language acquisition. Cognitive Linguistics, 11(1), 61-82. Vygotsky, L. S. (1978). Interaction between learning and development. In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.), Mind in society: The development of higher psychological processes (pp. 79-91). Harvard University Press. Wulff, S. & Ellis, N. C. (2018). Usage-based approaches to second language acquisition. In D. Miller, F. Bayram, J. Rothman, & L. Serratrice (Eds.), Bilingual cognition and language (pp. 1-27). John Benjamins Publishing Company. Wood, D., Bruner, J. S. & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89-100. https://doi.org/10.1111/j.1469-7610.1976.tb00381.x Yoon, H. & Hirvela, A. (2004). ESL student attitudes toward corpus use in L2 writing. Journal of Second Language Writing, 13(4), 257-283. Yeh, M. & Zhang, X. (2018). Corpus-based instruction: Teaching discourse-linking jiu (就) in storytelling. Chinese as a Second Language, 53(1), 1-23. 網路資源： 《中文簡單語料庫》平台網址：http://grammarpoints.ddns.net/index.php 《國家教育研究院華語文語料庫》平台網址：https://bcoct.naer.edu.tw/cqpweb/ 《教育部重編國語辭典修訂本》（2021）。平台網址：https://dict.revised.moe.edu.tw/?la=0&powerMode=0 | - |
| dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/98096 | - |
| dc.description.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。 | zh_TW |
| dc.description.abstract | 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. | en |
| dc.description.provenance | Submitted by admin ntu (admin@lib.ntu.edu.tw) on 2025-07-24T16:10:39Z No. of bitstreams: 0 | en |
| dc.description.provenance | Made available in DSpace on 2025-07-24T16:10:39Z (GMT). No. of bitstreams: 0 | en |
| dc.description.tableofcontents | 誌謝 i
摘要 ii Abstract iii 目次 v 圖次 viii 表次 x 第一章 緒論 1 1.1研究背景與動機 1 1.2 研究目的與問題 3 第二章 文獻回顧 5 2.1語法教學方法與研究 5 2.2語料驅動學習相關研究 7 2.2.1語料驅動學習的核心理念與方法 7 2.2.2 語料驅動學習的教學法 10 2.2.3 語料驅動學習的成效與學習者態度 12 2.3語料驅動學習的態度問卷設計 16 2.4語料驅動學習之教學設計 22 第三章 研究方法 27 3.1 實驗設計 27 3.1.1課程設計 27 3.1.2 前測與後測 28 3.1.3 問卷調查與訪談 29 3.2 招募受試者 30 3.3 語料庫工具 33 3.3.1 中文簡單語料庫 33 3.3.2 COCT書面語語料庫2019 36 第四章 教學設計與成效分析 38 4.1 課堂教學設計 38 4.1.1間接教學設計 38 4.1.2直接教學設計 41 4.2教案設計與教學活動安排 43 4.3學習者成效分析 51 第五章 學習者態度研究分析 58 5.1態度問卷分析 58 5.1.1個人學習偏好 58 5.1.2對DDL教學法之看法 61 5.1.3使用語料庫學習的看法 63 5.1.4教學滿意度 66 5.2學習者的表現與態度分析 69 第六章 結論 74 6.1研究總結 74 6.2研究的限制與未來展望 76 參考文獻 78 附錄一、前測試題 85 附錄二、後測試題 87 附錄三、課前問卷 90 附錄四、課後問卷 92 （一）個人學習偏好 92 （二）對DDL教學法之看法 93 （三）使用語料庫學習的看法 93 （四）教學滿意度 94 附錄五、課堂使用語料單 96 | - |
| dc.language.iso | zh_TW | - |
| dc.subject | 學習者態度 | zh_TW |
| dc.subject | 語料庫 | zh_TW |
| dc.subject | 語法教學 | zh_TW |
| dc.subject | 語料驅動學習 | zh_TW |
| dc.subject | learner attitudes | en |
| dc.subject | Data-Driven Learning | en |
| dc.subject | grammar instruction | en |
| dc.subject | corpus | en |
| dc.title | 語料驅動學習語法教學之學習者態度分析 | zh_TW |
| dc.title | Analysis of Learners' Attitude in Data-Driven Learning Grammar Teaching | en |
| dc.type | Thesis | - |
| dc.date.schoolyear | 113-2 | - |
| dc.description.degree | 碩士 | - |
| dc.contributor.oralexamcommittee | 陳麗宇;許展嘉 | zh_TW |
| dc.contributor.oralexamcommittee | Li-Yu Chen;Chan-Chia Hsiu | en |
| dc.subject.keyword | 語料驅動學習,語法教學,語料庫,學習者態度, | zh_TW |
| dc.subject.keyword | Data-Driven Learning,grammar instruction,corpus,learner attitudes, | en |
| dc.relation.page | 100 | - |
| dc.identifier.doi | 10.6342/NTU202501801 | - |
| dc.rights.note | 未授權 | - |
| dc.date.accepted | 2025-07-22 | - |
| 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 | N/A | - |
| 顯示於系所單位： | 華語教學碩士學位學程 | |
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