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題名 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
貢獻者 黃麗儀
Huang, Li Yi
謝瑋倫
Hsieh, Wei Lun
關鍵詞 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
上傳時間 17-Sep-2009 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
資料類型 thesis
dc.contributor.advisor 黃麗儀zh_TW
dc.contributor.advisor Huang, Li Yien_US
dc.contributor.author (Authors) 謝瑋倫zh_TW
dc.contributor.author (Authors) Hsieh, Wei Lunen_US
dc.creator (作者) 謝瑋倫zh_TW
dc.creator (作者) Hsieh, Wei Lunen_US
dc.date (日期) 2007en_US
dc.date.accessioned 17-Sep-2009 16:25:31 (UTC+8)-
dc.date.available 17-Sep-2009 16:25:31 (UTC+8)-
dc.date.issued (上傳時間) 17-Sep-2009 16:25:31 (UTC+8)-
dc.identifier (Other Identifiers) G0093555014en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/33377-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 語言學研究所zh_TW
dc.description (描述) 93555014zh_TW
dc.description (描述) 96zh_TW
dc.description.abstract (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。		zh_TW
dc.description.abstract (摘要) 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.		en_US
dc.description.tableofcontents ACKNOWLEDGEMENTS………………………………………………………iv
Chinese Abstract………………………………………………………ix
English Abstract………………………………………………………x
Chapter 1 Introduction……………………………………………1
1.1 Motivation…………………………………………………………1
1.2 Purpose of the Study…………………………………………6
1.3 Organization……………………………………………………8
Chapter 2 Literature Review…………………………………10
2.1 Lexical Meaning………………………………………………10
2.1.1 Situation Types…………………………………………11
2.1.2 Classification of English Verbs…………………12
2.2 Corpora and Language Teaching…………………………13
2.3 Collocation……………………………………………………16
2.4 Conclusion……………………………………………………17
Chapter 3 Methodology………………………………………19
3.1 Subjects………………………………………………………19
3.2 Materials……………………………………………………20
3.2.1 Corpora……………………………………………………20
3.2.2 Dictionaries……………………………………………25
3.3 Procedures…………………………………………………26
3.3.1 Teacher’s Preparation before Class…………26
3.3.2 Activities in Class…………………………………27
3.3.2.1 See………………………………………………………28
3.3.2.2 Watch……………………………………………………35
3.3.2.3 The Comparison between “see” and “watch”…………41
3.3.2.4 Look at…………………………………………………44
3.3.2.5 The Comparison of “see”, “watch” and “look at”………50
Chapter 4 Analyses and Discussion……………………53
4.1 See………………………………………………………53
4.2 Watch……………………………………………………56
4.3 Look at…………………………………………………60
4.4 Comparison of “see”, “watch” and “look at”……………63
Chapter 5 Conclusion…………………………………69
5.1 Conclusion……………………………………………69
5.2 Pedagogical Implications………………………70
5.3 Limitations of the Study………………………71
5.4 Suggestions for Future Research………………………………73
REFERENCES…………………………………………………74		zh_TW
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dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0093555014en_US
dc.subject (關鍵詞) 語料庫zh_TW
dc.subject (關鍵詞) 搭配語zh_TW
dc.subject (關鍵詞) 數據驅動學習zh_TW
dc.subject (關鍵詞) 字彙教學zh_TW
dc.subject (關鍵詞) 核心意義zh_TW
dc.subject (關鍵詞) 英文作為外國語zh_TW
dc.subject (關鍵詞) 近義字zh_TW
dc.subject (關鍵詞) 教學法zh_TW
dc.subject (關鍵詞) corpusen_US
dc.subject (關鍵詞) collocationen_US
dc.subject (關鍵詞) data-driven learningen_US
dc.subject (關鍵詞) vocabulary teachingen_US
dc.subject (關鍵詞) core meaningen_US
dc.subject (關鍵詞) EFLen_US
dc.subject (關鍵詞) synonymen_US
dc.subject (關鍵詞) pedagogyen_US
dc.title (題名) 語料庫英語教學之研究：以“see, watch, look at”為例zh_TW
dc.title (題名) “See”, “Watch” and “Look at” : Teaching Taiwanese EFL students on a corpora-based approachzh_TW
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) REFERENCESzh_TW
dc.relation.reference (參考文獻) Benson, M., E. Benson, & R. Ilson. 1986. A Guide to Word Combinations. Amsterdam: John Benjamins B. V.zh_TW
dc.relation.reference (參考文獻) Bernardini, S. 2000. Serendipity expanded: exploring new directions for discovery learning. Paper presented at TALC 2000; Graz, Austria, August 2000.zh_TW
dc.relation.reference (參考文獻) Biber, D. et al. (eds.) 1999. Longman grammar of spoken and written English. London and New York: Longman.zh_TW
dc.relation.reference (參考文獻) Bygate, M. et al. (eds.) 1994. Grammar and the language teacher. New York: Prentice Hall.zh_TW
dc.relation.reference (參考文獻) Farghal, M. & H. Obiedat. 1995. Collocations: a Neglected Variable in EFL. International Review of Applied Linguistics in Language Teaching 33 (4): 315-31.zh_TW
dc.relation.reference (參考文獻) 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.zh_TW
dc.relation.reference (參考文獻) Gass, S. et al. (eds.) 2002. Pedagogical norms for second and foreign language learning and teaching. Amsterdam: John Benjamins B. V.zh_TW
dc.relation.reference (參考文獻) Granger, S. et al. (eds.) 2002. Computer learner corpora, second language acquisition, and foreign language teaching. Amsterdam: John Benjamins B. V.zh_TW
dc.relation.reference (參考文獻) Hinkel, E. 2001. New perspectives on grammar teaching in second language classrooms. Mahwah, New Jersey: Lawrence Erlbaum Associates.zh_TW
dc.relation.reference (參考文獻) Hunston, S. 2000. Pattern grammar: a corpus-driven approach to the lexical grammar of English. Amsterdam: John Benjamins B. V.zh_TW
dc.relation.reference (參考文獻) Hunston, S. 2002. Corpora in Applied Linguistics. Cambridge: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) 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.zh_TW
dc.relation.reference (參考文獻) 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.zh_TW
dc.relation.reference (參考文獻) Klein, E. & G. Martohardjono (eds.) 1999. The development of second language grammars: a generative approach. Amsterdam: John Benjamins B. V.zh_TW
dc.relation.reference (參考文獻) 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.zh_TW
dc.relation.reference (參考文獻) Levin, B. 1993. English Verb Classes and Alternations: A Preliminary Investigation. Chicago: The University of Chicago Press.zh_TW
dc.relation.reference (參考文獻) 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.zh_TW
dc.relation.reference (參考文獻) Odlin, T. 1994. Perspectives on pedagogical grammar. Cambridge: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Partington, A. 1998. Patterns and meanings: using corpora for English language research and teaching. Amsterdam: John Benjamins B. V.zh_TW
dc.relation.reference (參考文獻) Reppen, R. et al. (eds.) 2002. Using corpora to explore linguistic variation. Amsterdam: John Benjamins B. V.zh_TW
dc.relation.reference (參考文獻) Saeed, J. I. 1997. Semantics. Oxford: Blackwell Publishers.zh_TW
dc.relation.reference (參考文獻) 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.zh_TW
dc.relation.reference (參考文獻) Sinclair, J. 2002. How to use corpora in language teaching. Amsterdam: John Benjamins B. V.zh_TW
dc.relation.reference (參考文獻) 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.zh_TW
dc.relation.reference (參考文獻) Wichmann, A. (ed.) 1997. Teaching and language corpora. London and New York: Longman.zh_TW
dc.relation.reference (參考文獻) 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.zh_TW
dc.relation.reference (參考文獻) 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.zh_TW
dc.relation.reference (參考文獻) DICTIONARIESzh_TW
dc.relation.reference (參考文獻) Bullon, S. 2006. Longman Dictionary of Contemporary English 4th Edition. London and New York: Longman.zh_TW
dc.relation.reference (參考文獻) Hornby, A. S. 2005. Oxford Advanced Learner`s Dictionary 7th Edition. Oxford: Oxford University Press.zh_TW
dc.relation.reference (參考文獻) Sinclair, J. 2006. Collins COBUILD Advanced Learner`s English Dictionary 5th Edition. New York: HarperCollins Publishers.zh_TW
dc.relation.reference (參考文獻) Walter, E. 2005. Cambridge Advanced Learner`s Dictionary 2nd Edition. Cambridge: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) 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。zh_TW
dc.relation.reference (參考文獻) 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。zh_TW
dc.relation.reference (參考文獻) 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。zh_TW
dc.relation.reference (參考文獻) ELECTRONIC RESOURCESzh_TW
dc.relation.reference (參考文獻) COBUILD English Colloacations on CD-ROM version 1.1 (1995 edition). HarperCollins Publishers.zh_TW
dc.relation.reference (參考文獻) COBUILD on CD-ROM version 1.2 (1995 edition). HarperCollins Publishers.zh_TW