政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/33377
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  全文笔数/总笔数 : 113318/144297 (79%)
造访人次 : 51091944      在线人数 : 949
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜寻范围 查询小技巧：
  • 您可在西文检索词汇前后加上"双引号"，以获取较精准的检索结果
  • 若欲以作者姓名搜寻，建议至进阶搜寻限定作者字段，可获得较完整数据
    •  进阶搜寻


    请使用永久网址来引用或连结此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/33377


    题名: 語料庫英語教學之研究：以“see, watch, look at”為例
    “See”, “Watch” and “Look at” : Teaching Taiwanese EFL students on a corpora-based approach
    作者: 謝瑋倫
    Hsieh, Wei Lun
    贡献者: 黃麗儀
    Huang, Li Yi
    謝瑋倫
    Hsieh, Wei Lun
    关键词: 語料庫
    搭配語
    數據驅動學習
    字彙教學
    核心意義
    英文作為外國語
    近義字
    教學法
    corpus
    collocation
    data-driven learning
    vocabulary teaching
    core meaning
    EFL
    synonym
    pedagogy
    日期: 2007
    上传时间: 2009-09-17 16:25:31 (UTC+8)
    摘要: 字彙的誤用，是台灣英語學習者易犯的毛病之一。由於中文與英文字詞並非呈現一對一的語意對應，加上國中英語教師多年來習慣要求學生以記誦中文意思的方式學習英文單字，導致學生常有用錯字的狀況發生，並造成語意上的誤解。有鑑於此，本文作者盼能以語料庫英語教學來改善這些現象，並以see, watch ,look三個意義相近字彙的區辨為例，呈現出完整的教學過程，供英語教師教學或學習者自修參考。

    在教學前，教師應根據學生英文程度與教學需求，先行篩選並編輯語料，以利學生學習。在課堂上，藉由這些語料的呈現，讓學生觀察其中的規律性；透過問題的解決，用認知的手段讓學生觀察該字彙出現的語境及其易連結的字串；並以測驗的方式檢測學生的理解程度。此外，本文亦詳細歸納這三個單字的使用時機，並提出實用的區辨方式。

    作者盼能藉由語料庫英語教學的實施，增強英語學習者的學習意願。透過類似活動的投入及參與，學習者將不再只是訊息接收者，而能藉由觀察來創造自己的知識、增進對英文的掌握度。
    In Taiwan, many EFL students have difficulty using the proper vocabulary at the right time. Due to the fact that Mandarin and English vocabulary are in a one-to-many semantically-corresponding relationship, and that Taiwanese EFL students are often taught to learn English vocabulary by memorizing its Mandarin equivalent, students often have difficulties choosing proper English equivalents in different contexts. Besides, the arrangement of junior high school English curriculum has made it even more difficult for students to learn vocabulary accurately. Because the improper use of vocabulary often brings about confusion or misunderstanding, a practical method is needed to cope with the concerned problems.

    Nowadays, Computer-assisted Language Learning (CALL) has been a trend. In this study, the researcher will take “see, watch, and look at” as examples to show a corpora-based teaching procedure. Subjects are 8th graders in junior high school. The scope of the research is confined to the prototypical meanings of these verbs; it is believed that students should possess the basic knowledge about these verbs before they continue to learn other extended meanings.

    Before the class, the conordance lines are selected and carefully edited by the teacher to meet the needs of the course. In class, consciousness-raising tasks, combined with quizzes and complementary materials, provide students with comprehensive knowledge about the three verbs. After the activities, crucial information of the verbs is clearly exhibited, and useful methods are also presented to help distinguish the verbs.

    With the “context providers”, namely, the corpora, both teachers and students are provided with authentic and plentiful examples, which are often insufficient for Taiwanese EFL learners. Through the participation of these activities, students become participants and create their own knowledge. It is hoped that with the assistance of data-driven learning (DDL), EFL teachers will then be able to provide their students with not only more reliable information, but more constructive and systematic instruction.
    參考文獻: REFERENCES
    Benson, M., E. Benson, & R. Ilson. 1986. A Guide to Word Combinations. Amsterdam: John Benjamins B. V.
    Bernardini, S. 2000. Serendipity expanded: exploring new directions for discovery learning. Paper presented at TALC 2000; Graz, Austria, August 2000.
    Biber, D. et al. (eds.) 1999. Longman grammar of spoken and written English. London and New York: Longman.
    Bygate, M. et al. (eds.) 1994. Grammar and the language teacher. New York: Prentice Hall.
    Farghal, M. & H. Obiedat. 1995. Collocations: a Neglected Variable in EFL. International Review of Applied Linguistics in Language Teaching 33 (4): 315-31.
    Fillmore, C. & B.T.S. Atkins. 2000. Describing Polysemy: the case of ‘crawl’. Polysemy: Theoretical and Computational Approaches by Y. Ravin & C. Leacock (eds.), 91-110. Oxford: Oxford University Press.
    Gass, S. et al. (eds.) 2002. Pedagogical norms for second and foreign language learning and teaching. Amsterdam: John Benjamins B. V.
    Granger, S. et al. (eds.) 2002. Computer learner corpora, second language acquisition, and foreign language teaching. Amsterdam: John Benjamins B. V.
    Hinkel, E. 2001. New perspectives on grammar teaching in second language classrooms. Mahwah, New Jersey: Lawrence Erlbaum Associates.
    Hunston, S. 2000. Pattern grammar: a corpus-driven approach to the lexical grammar of English. Amsterdam: John Benjamins B. V.
    Hunston, S. 2002. Corpora in Applied Linguistics. Cambridge: Cambridge University Press.
    Johns, T. 1991. Should you be persuaded: two samples of data-driven learning materials. Classroom concordancing by T. Johns & P. King (eds.), 1-13. Birmingham, UK: Birmingham University.
    Johns, T. 1997. Contexts: the background, development and trialling of a concordance-based CALL program. Teaching and language corpora by A. Wichmann et al. (eds.), 100-115. London and New York: Longman.
    Klein, E. & G. Martohardjono (eds.) 1999. The development of second language grammars: a generative approach. Amsterdam: John Benjamins B. V.
    Leech, G. 1997. Teaching and language corpora: a convergence. Teaching and Language Corpora by A. Wichmann et al. (eds.), 1-23. London and New York: Longman.
    Levin, B. 1993. English Verb Classes and Alternations: A Preliminary Investigation. Chicago: The University of Chicago Press.
    Meunier, F. 2002. The pedagogical value of native and learner corpora in EFL grammar teaching. Computer learner corpora, second language acquisition, and foreign language teaching by Granger, S. et al. (eds.) Amsterdam: John Benjamins B. V.
    Odlin, T. 1994. Perspectives on pedagogical grammar. Cambridge: Cambridge University Press.
    Partington, A. 1998. Patterns and meanings: using corpora for English language research and teaching. Amsterdam: John Benjamins B. V.
    Reppen, R. et al. (eds.) 2002. Using corpora to explore linguistic variation. Amsterdam: John Benjamins B. V.
    Saeed, J. I. 1997. Semantics. Oxford: Blackwell Publishers.
    Shih, H. H. 2000. The Influence of Synonymy over Collocation Learning. Selected Papers from the Ninth International Symposium on English Teaching, 516-20. Taipei: Crane.
    Sinclair, J. 2002. How to use corpora in language teaching. Amsterdam: John Benjamins B. V.
    Vlach, F. 1981. The Semantics of the Progressive. Syntax and Semantics, Vol.14 Tense and Aspect by P. Tedeschi & A. Zaenen (eds.), 271-92. New York: Academic Press.
    Wichmann, A. (ed.) 1997. Teaching and language corpora. London and New York: Longman.
    Willis, D. & Willis, J. 1996. Consciousness-raising activities in the language classroom. Challenge and Change in Language Teaching by J. Willis & D. Willis (eds.), 63-76. Oxford: Heinemann.
    Willis, J. 1996. A flexible framework for task-based learning. Challenge and Change in Language Teaching by J. Willis & D. Willis (eds.), 52-62. Oxford: Heinemann.
    DICTIONARIES
    Bullon, S. 2006. Longman Dictionary of Contemporary English 4th Edition. London and New York: Longman.
    Hornby, A. S. 2005. Oxford Advanced Learner`s Dictionary 7th Edition. Oxford: Oxford University Press.
    Sinclair, J. 2006. Collins COBUILD Advanced Learner`s English Dictionary 5th Edition. New York: HarperCollins Publishers.
    Walter, E. 2005. Cambridge Advanced Learner`s Dictionary 2nd Edition. Cambridge: Cambridge University Press.
    張柏然。1992。《簡明英語同反義詞四用詞典 (A Concise Dictionary of English Synonyms and Antonyms)》。江蘇：江蘇科學技術出版社。
    蔡進松、曹逢甫、余玉照。1982。《文馨當代英漢辭典 (Wen Shin English-Chinese Dictionary of Comtemporary English)》。台北：文馨出版社。
    劉毅。1987。《英語正誤用法辭典 (A Dictionary of Common Errors in English)》。台北：學習出版公司。
    ELECTRONIC RESOURCES
    COBUILD English Colloacations on CD-ROM version 1.1 (1995 edition). HarperCollins Publishers.
    COBUILD on CD-ROM version 1.2 (1995 edition). HarperCollins Publishers.
    描述: 碩士
    國立政治大學
    語言學研究所
    93555014
    96
    資料來源: http://thesis.lib.nccu.edu.tw/record/#G0093555014
    数据类型: thesis
    显示于类别:[語言學研究所] 學位論文

    文件中的档案:

    档案 描述 大小格式浏览次数
    55501401.pdf145KbAdobe PDF2966检视/开启
    55501402.pdf62KbAdobe PDF2687检视/开启
    55501403.pdf303KbAdobe PDF21529检视/开启
    55501404.pdf3087KbAdobe PDF2812检视/开启
    55501405.pdf140KbAdobe PDF2957检视/开启
    55501406.pdf83KbAdobe PDF2835检视/开启
    55501407.pdf343KbAdobe PDF21019检视/开启
    55501408.pdf205KbAdobe PDF21394检视/开启
    55501409.pdf599KbAdobe PDF21298检视/开启
    55501410.pdf273KbAdobe PDF2843检视/开启
    55501411.pdf143KbAdobe PDF2811检视/开启
    55501412.pdf277KbAdobe PDF21526检视/开启


    在政大典藏中所有的数据项都受到原著作权保护.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 回馈