應用影片語料庫檢索系統促進學習者英語慣用語理解程度之研究

以作者查詢圖書館館藏

、以作者查詢臺灣博碩士

、以作者查詢全國書目

、勘誤回報

、線上人數：38

、訪客IP：3.129.69.134

姓名

方姿詠(Tz-yung Fang) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

應用影片語料庫檢索系統促進學習者英語慣用語理解程度之研究
(A Study of Video Concordancer for English Idioms Comprehension)

相關論文

★ Using Digital Board Game to Enhance Student Engagementin Learning	★ 從人因與互動行為模式的觀點探討數位遊戲式學習輔助能源知識
★ 探討認知風格於數位遊戲式英語學習環境對遊戲行為與學習成效之影響	★ 由空間能力探討遊戲式英語學習如何影響學習者之遊戲行為和遊戲表現
★ 探討先備知識及學習風格在角色扮演遊戲中對英語字彙習得成效與行為模式之影響	★ 從全面性的角度探討先備知識對同儕互評中受評與評分之影響
★ 從認知風格的角度探討同儕互評分組對遊戲製作與評量之影響	★ 探討創作媒介、個別差異、範例式教學及創作模式對九年級學生音樂創作的學習動機及成效之影響
★ 探討個別差異與回饋形式在數位遊戲式學習系統中對學習動機、學習成效與遊戲表現之影響：以九年級國文學習為例	★ 探討趨向表現目標與逃避表現目標對於學習成效與表現目標採取之影響－以數位遊戲式英語字彙為例
★ 探討英語焦慮與先備知識對英語發音學習成效、獎章成效、遊戲成效、學習動機及遊戲心流之影響──以大型多人線上角色扮演遊戲為例	★ 探討認知風格及遊戲心流對英語字彙學習成效、遊戲成效與自我效能之影響—以多人線上角色扮演遊戲為例
★ 從認知風格的角度探討同儕互評對遊戲式學習系統製作與評量之影響	★ 電腦輔助教師回饋於外語寫作情境之研究：成果與觀感
★ 探討英語閱讀遊戲對印尼高中英語學習者的影響	★ 製作者與評量者之認知風格匹配與不匹配對遊戲人機介面與教學影片製作與評量的影響

檔案

[Endnote RIS 格式]

[Bibtex 格式]

[相關文章]

[文章引用]

[完整記錄]

[館藏目錄]

[檢視]

[下載]

本電子論文使用權限為同意立即開放。
已達開放權限電子全文僅授權使用者為學術研究之目的，進行個人非營利性質之檢索、閱讀、列印。
請遵守中華民國著作權法之相關規定，切勿任意重製、散佈、改作、轉貼、播送，以免觸法。

摘要(中)

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。

摘要(英)

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.

關鍵字(中)

★ 影片式學習
★ 資料導向學習
★ 英語慣用語
★ 語料庫檢索系統

關鍵字(英)

★ Concordancer
★ Idioms
★ film-based learning
★ Data-driven learning

論文目次

摘要 I
ABSTRACT II
目錄 III
圖目錄 V
表目錄 VI
第一章緒論 1
1.1 研究背景 1
1.2 研究動機 2
1.3 研究目的 3
1.4 研究限制 3
1.5 論文架構 3
1.6 名詞解釋 4
第二章文獻探討 5
2.1 英語慣用語 (ENGLISH IDIOMS) 5
2.2 資料導向學習(DATA-DRIVEN LEARNING, DDL) 7
2.3 影片式學習 8
2.4 影片式學習影片式語料庫檢索系統 9
2.5 文獻探討總結 13
第三章系統實作 14
3.1 系統架構 14
3.2 系統介面與功能 18
第四章實驗設計 22
4.1 實驗目的 22
4.2 實驗背景 22
4.3 研究架構 23
4.4 研究假設 24
4.5 研究工具 25
第五章結果與討論 30
5.1 英語慣用語測驗結果分析 30
5.2 問卷調查結果分析 35
5.3 討論 39
第六章結論與未來工作 42
6.1 研究結論 42
6.2 研究貢獻 43
6.3 未來工作 44
參考文獻 45
中文部分 45
英文部分 46
附錄一影片式語料庫內容詳細資料表 49
附錄二英語慣用語之單字知識等級表 50
附錄三英語慣用語字義測驗試題 55
附錄四科技接受度量表 58
附錄五整體系統評量問卷 59

參考文獻

中文部分
丁錦淑 (譯) (2010)。黃金認證 NEW TOEIC新多益聽力題庫解析。新北市: 臺灣廣
出版集團。
王麗月（2002）。演繹法與歸納法使用語料庫學習關聯字之比較.。國立雲林科技大學應用外語系碩士論文，未出版，雲林縣。
許永昌（2005）。建置一個影片式語料庫檢索系統提升大一新生口語體的理解能力。國立中央大學網路學習科技研究所碩士論文，未出版，桃園縣。
陳怡菁（2005）調查以語料為本英語學術辭彙學習網對英語學習者之學習成效。國立台灣師範大學英語學系研究所碩士論文，未出版，台北市。
蔡其澂（2008）開發場景導向之影片式語料庫檢索系統輔助英語口語體理解。碩士，國立中央大學網路學習科技研究所碩士論文，未出版，桃園縣。

英文部分
Ackerley, K., & Coccetta, F. (2007). Enriching language learning through a multimedia corpus. ReCALL, 19(03), 351-370.
Brown, S. K. (2010). Popular films in the EFL classroom: Study of methodology. Procedia-Social and Behavioral Sciences, 3, 45-54.
Çakir, I. (2006). The use of video as an audio-visual material in foreign languageteaching classroom. The Turkish online Journal of Educational Technology, 5(4), 67-72.
Celce-Murcia, M., & Larsen-Freema, D. (1999). The Grammar Book: An ESL/EFL Teacher's Course. Boston, MA: Heinle and Heinle Publishing Company.
Canning-Wilson, C. (2002). Practical aspects of using video in the foreign language classroom. The Internet TESL Journal, 5(11).
Coady, J. (1997). L2 vocabulary acquisition: A synthesis of the research. Second language vocabulary acquisition: A rationale for pedagogy, 273-290.
Cooper, T. C. (1999). Processing of idioms by L2 learners of English. Tesol Quarterly, 33(2), 233-262.
Cowie, A. P. (Ed.). (1998). Phraseology: Theory, analysis, and applications. Oxford: Oxford University Press.
Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: a comparison of two theoretical models. Management science, 35(8), 982-1003.
Ellis, N. C. (2002). Frequency effects in language processing. Studies in Second Language Acquisition, 24, 143-188.
Fernando, C. (1996). Idioms and idiomaticity. Oxford: Oxford University Press.
Fu, C. H., Wang, K. T., Cheng, S. C., & Hou, T. W. (2008). Building Video Concordancer Supported English Online Learning Exemplification. Advances in Multimedia Information Processing-PCM 2008, 731-737.
Giora, R. (1997). Understanding figurative and literal language: The graded salience hypothesis. Cognitive Linguistics (includes Cognitive Linguistic Bibliography), 8(3), 183-206.
Grant, L., & Bauer, L. (2004). Criteria for Re defining Idioms: Are we Barking up the Wrong Tree? Applied Linguistics, 25(1), 38.
Grant, Lynn E. (2007). In a manner of speaking: Assessing frequent spoken figurative idioms to assist ESL/EFL teachers. System, 35(2), 169-181.
Hill, J. (2000). Revising priorities: From grammatical failure to collocational success. Teaching collocation, 47-69.
Holec, H. (1990). Des documents authentiques, pour quoi faire?. Mélanges Pédagogiques, 20.
Université de Nancy 2: CRAPEL
Horst, M., Cobb, T., & Meara, P. (1998). Beyond a Clockwork Orange: Acquiring Second Language Vocabulary Through Reading. Reading in a Foreign Language, 11(2), 207-223.
Huang, H. T., & Liou, H. C. (2007). Vocabulary learning in an automated graded reading program. Language Learning & Technology, 11, 64-82.
Jeng, Y. L., Wang, K. T., & Huang, Y. M. (2009). Retrieving video features for language acquisition. Expert Systems with Applications, 36(3), 5673-5683.
Johns, T. (1991). Should you be persuaded: Two samples of data-driven learning materials. Classroom concordancing. English language research journal, 4, 1-16.
Kaiser, H. F. (1974). An Index of Factorial Simplicity, Psychometrika, 39, 31-36.
Kline, R. B. (1998). Principles and practice of structural equation modeling. New York: Guilford Press.
Kuo, C. H., Wible, D., Chen, M. C., Tsao, N. L., & Chou, T. C. (2004). On the design of Web-based interactive multimedia contents for English learning.
Lee, Y. S., Wu, Y. C., & Yang, J. C. (2009). BVideoQA: Online English/Chinese bilingual video question answering. Journal of the American Society for Information Science and Technology, 60(3), 509-525.
Liu, D. L. (2003). The most frequently used spoken American English idioms: A corpus analysis and its implications. Tesol Quarterly, 37(4), 671-700.
Mayer, R. E. (2002). Multimedia learning. Psychology of Learning and Motivation, 41, 85-139.
McArthur, T., & McArthur, R. (1998). Concise Oxford companion to the English language: Oxford University Press.
Min, H. (2008). EFL vocabulary acquisition and retention: Reading plus vocabulary enhancement activities and narrow reading. Language Learning, 58(1), 73-115.
Mordaunt, O. G., & Olson, D. W. (2010). Listen, listen, listen and listen: building a comprehension corpus and making it comprehensible. Educational Studies, 36(3), 249-258.
Murtagh, F., Ganz, A., & McKie, S. (2009). The structure of narrative: The case of film scripts. Pattern Recognition, 42(2), 302-312.
Nippold, M. A., & Rudzinski, M. (1993). Familiarity and transparency in idiom explanation: A developmental study of children and adolescents. Journal of Speech and Hearing Research, 36(4), 728.
Secules, T., Herron, C., & Tomasello, M. (1992). The effect of video context on foreign language learning. The Modern Language Journal, 76(4), 480-490.
Seferolu, G. (2008). Using feature films in language classes. Educational Studies, 34(1), 1-9.
Simpson, R., & Mendis, D. (2003). A Corpus-Based Study of Idioms in Academic Speech. TESOL Quarterly, 37, 419-441.
Stubbs, M. (2001). Words and phrases: Corpus studies of lexical semantics. Oxford: Blackwell
Sun, Y. C. (2003). Learning process, strategies and web based concordancers: a case study. British Journal of Educational Technology, 34(5), 601-613.
Thompson, I., & Rubin, J. (1996). Can strategy instruction improve listening comprehension? Foreign Language Annals, 29(3), 331-342.
Tian, S. (2005). Data-driven learning: do learning tasks and proficiency make a difference?
Wang, Y., & Shen, C. (2007). Tentative model of integrating authentic captioned video to facilitate ESL learning. Sino-Us English Teaching, 4(9), 1-13.
Paribakht, T., & Wesche, M. (1997). Vocabulary enhancement activities and reading for meaning in second language vocabulary acquisition. In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition: A rationale for pedagogy (pp. 174–200). Cambridge, England: Cambridge University Press.
Wray, A. (2002). Formulaic language and the lexicon. Cambridge: Cambridge University Press.
Yeung, M., Yeo, B. L., Wolf, W., & Liu, B. (1995). Video browsing using clustering and scene transitions on compressed sequences, San Jose, CA, USA.
Yuksel, D., & Tanriverdi, B. (2009). Effects of watching captioned movie clip on vocabulary development of FL learners. TURKISH ONLINE, 8(2), 48-54.
Yoon, H., & Hirvela, A. (2004). ESL student attitudes toward corpus use in L2 writing. Journal of Second Language Writing, 13, 257-283.
Zhai, C., & Lafferty, J. (2001). A study of smoothing methods for language models applied to ad hoc information retrieval.
Zhao, L., Qi, W., Wang, Y. J., Yang, S. Q., & Zhang, H. J. (2001). Video shot grouping using best-first model merging (Proceedings Paper).

指導教授

楊接期(Jie-Chi Yang)

審核日期

2011-7-27

推文