應用搭配字學習工具於網路瀏覽以提升英語學習者對搭配字之察覺能力

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王秀蘭(Siou-lan Wang) 查詢紙本館藏

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學習與教學研究所

論文名稱

應用搭配字學習工具於網路瀏覽以提升英語學習者對搭配字之察覺能力
(A Qualitative Study of Effects of a Browser-based Collocation Tool on L2 Learners’Collocation Awareness)

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摘要(中)

搭配字錯誤對英語為第二外語的學習者來說，是普遍的錯誤之一。其難度在於搭配字的選字限制(例如：豪雨應該用heavy rain而不是strong rain，強風則應該用strong wind 而不是heavy wind)。字的選用限制無法完全以文法或是語意來判斷(Sinclair, 1991)。本研究欲探討學習者對於字的搭配之覺察改變，此改變即是觀察學習者是否能夠注意到字的選用存在著一定的限制。況且，增加對於字的搭配之覺察有助於搭配字的學習。
本研究利用質性個案研究來探求學習者在使用一個以瀏覽為主的工具UWiLL Collocator的情況下之搭配字覺察的改變。使用上，Collocator被安裝於使用者的瀏覽器工具列上，能偵測並標示使用者正在閱讀的英文網頁中之搭配字。本研究徵求了兩位受訪者，他們接受八次的面談並在面談前展示他們使用Collocator的實際狀況。訪談稿、銀幕錄影、以及登入紀錄三種資料分析後，了解到受訪者在使用過Collocator後，對於搭配字的覺察產生了改變。受訪者能夠在沒有使用Collocator的情況之下思考字詞搭配的方式。本研究價值在於呈現了以質性研究取向來了解搭配字覺察，以及給予不認同偶發學習(incidental learning)價值的學習生態下的語言學習工具設計之建議。

摘要(英)

Collocation errors are one of the most common vocabulary error types in L2 (second language) vocabulary learning. The difficulty in mastering the subtle restrictions on word collocability (for example, heavy rain but not strong rain, and strong wind but not heavy wind) is often attributed to the fact that these restrictions cannot be derived from more general rules of grammar or semantics (Sinclair, 1991). This study investigates changes in learners’ awareness of collocability. The leading idea is that a learners’ (un)awareness that words are selective in the company they keep is an unexplored but potentially crucial factor in the attention they devote to noticing such selectivity, in turn possibly affecting collocation learning.
A qualitative case study was conducted to investigate how learners’ collocation awareness changed with the use of a browser-based tool, UWiLL Collocator, developed by Wible et. al (2004; 2011). Collocator is embedded in the user’s web browser; it detects and highlights collocations in English web pages that a user is viewing. Two participants were recruited and interviewed over eight sessions in which Collocator was used. The analysis of interview protocols, screen traces, and login records indicated that the participants developed collocation awareness after using Collocator, eventually considering word pairs as possible collocations independently of the tool. This study shows the value of a qualitative approach to understanding collocation awareness and contributes to the design of language tools.

關鍵字(中)

★ 搭配字現象
★ 語言覺察
★ 偶發學習

關鍵字(英)

★ Collocation phenomenon
★ Language awareness
★ Incidental learning

論文目次

CHAPTER ONE: INTRODUCTION 1
1.1 Motivation of the research 1
1.1.1 Collocation 2
1.1.2 The Context: The Web 3
1.1.3 Intentional vs. Incidental learning 4
1.2 Purpose 5
1.3 Collocator 6
1.3.1 The use of Collocator 6
1.3.2 Principles for the development of Collocator 10
1.4 Research questions 12
1.5 Scope 12
1.6 Terminology 13
1.6.1 Collocation 13
1.6.2 Language awareness 14
1.6.3 Conclusion 16
CHAPTER TWO: LITERATURE REVIEW 17
2.1 Foreign Language Collocation Acquisition 17
2.1.1 Learners’ Collocation Errors 17
2.1.2 Teaching Collocation Forms 19
2.1.3 Learning Collocation Forms 22
2.2 Computer-Assisted Language Learning (CALL) 24
2.2.1 Perspectives of CALL 24
2.2.2 Network-Based Language Teaching (NBLT) 26
2.2.3 Individual Needs 26
2.2.4 Scaffolding in CALL 27
2.2.5 Concordancing and Learning of Collocation Forms 28
2.3 Incidental Learning and Learning of Collocation Forms 31
2.3.1 Defining Incidental Learning 32
2.4 Language Awareness in SLA 34
2.5 Summary 39
CHAPTER THREE: METHODLOGY 40
3.1 Background of Methods 40
3.2 Qualitative Case Study 43
3.2.1 Case Study in Applied Linguistics 43
3.3 Participant Selection 44
3.4 Data Collection 45
3.4.1 Interview Sessions 46
3.4.2 Physical Settings 48
3.5 Data Analysis 49
3.5.1 Interviews 49
3.5.2 Screen Traces 50
3.5.3 Computer Logs 51
CHAPTER FOUR: FINDINGS 55
4.1 Introduction of the Data 55
4.2 Background of the Participants 55
4.2.1 S1: a male MS student studying in the field of Applied Science 55
4.2.2 S2: a female PhD student studying in the field of Liberal Arts 57
4.3 Findings Organized by Research Questions 58
4.3.1 Question 1: The Use of Collocator 58
4.3.2 Question 2: Roles Learners Ascribe to Collocator 64
4.3.3 Question 3: Collocator Facilitates Raising Awareness of English Collocations 70
CHAPTER FIVE: IMPLICATIONS 80
5.1 Identification of Awareness Behaviors 80
5.2 Learners’ Characteristics 82
5.2.1 The Value of Learning Collocations 83
5.2.2 Academic Background 83
5.2.3 Directing Reading Interests: a Deeper Approach 85
5.3 Learning ecology 87
5.4 Conclusion 91
REFERENCES 92
APPENDICES 103
Appendix A: Table of S1’s and S2’s screen video transcription 104
S1 screen video transcription 104
S2 screen video transcription 106
Appendix B: S1’s and S2’s Login Data 108
S1’s Login Data 108
S2’s Login Data 109
Appendix C: S2’s records of clicking Show Examples 113

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指導教授

衛友賢、陳斐卿
(David Wible、Fei-ching Chen)

審核日期

2011-7-17

推文