英語慣用語(English idioms)的學習對於英語為外國語言的學習者而言往往是困難的，因為英語慣用語常常無法從字面上去了解其真正譬喻之意思。由於英語慣用語的困難度，學習者總是以強記的方式去學習，也造成其無法正確的了解如何在不同的情境下使用英語慣用語。然而，影片式語料庫檢索系統已陸續被證明能有效的輔助學習，利用影片式語料庫檢索系統能以影片的方式來觀看符合關鍵字的例句，而將其結合於英語慣用語的學習，則能透過影片中不同來源的真實情境來了解英語慣用語的含意。故本研究建置了一個適用於英語慣用語學習的影片式語料庫檢索系統，其結合全文檢索搜尋引擎，以利於學習者方便做英語慣用語的搜索，另外為了讓使用者更容易從影片片段理解出慣用語之意思，將影片依語意特徵來切割，並且提供了場景資訊的標籤以幫助學習者能更掌握影片內容。 除此之外本研究設計一個英語慣用語理解實驗，探討了可能影響使用影片式語料庫檢索系統於英語慣用語理解之要素，結果顯示本系統確實能幫助學習者理解英語慣用語，而學習者本身的英語能力程度並不會造成系統輔助理解的差異；另外將學習者對英語慣用語的先備知識分為三個層級：完整先備知識、不完整先備知識與無先備知識來探討不同層級的學習者在系統輔助下是否有差異，結果發現先備知識程度的不同確實會造成學習者使用系統輔助英語慣用語理解之差異；另外就英語慣用語本身詞頻高低來看，相較之下，英語慣用語若為高頻字的話，學習者在接受系統輔助後，較容易理解出英語慣用語的意思。而在系統問卷評量調查上， 大多都給予正向的滿意度。 The connotation of English idioms is difficult for EFL learners since most of time it does not merely signify the denotation as the literal meaning. A major problem may be concerned is that students may not actually realize how to use the English idioms in different contexts. However, video-based concordancer can be used to provide a scenario which engages context information of keywords. Under the video concordance learning framework, students can browse relevant instances of the specific words through the retrieved videos. In addition, the value of video concordancer research has been proven beneficially in supporting learning. In this paper, a video concordance, which recognizes the scenes in the videos and provides the scene-based clips, is proposed. Each video clip is tagged with location information as scene types, and students can learn concordance words while realizing correct scene information. Meanwhile, the system also provides the full-text retrieval technique which gives the flexible interface for searching keywords, and enables students to query the system with English idioms and watch relevant scenario clips to understand where the conversation can be carried on. To this end, the study is conducted to evaluate the proposed system and examine the effectiveness of data-driven learning on English idioms learning tasks towards students under different proficiency levels and prior knowledge levels. The result shows that there is a positive effect on students’ comprehension of English idioms while using the system. Moreover, students’ prior knowledge and the frequency of English idioms are the factors which contribute to learning outcome. However, no evidence is found that proficiency levels have influenced gain scores by students. Besides, the current study is not designed to evaluate other factors related to students’ comprehension of video contents, such as the amount of time they spent with the video concordancer, and the difficulty of video contents. The association of these factors should be investigated in the future.
