透過語料驅動學習活動學習華語方位短語：初學者之表現與觀感

Data-driven Learning of Locative Phrases in Chinese: Beginner Learners’Performance and Perception

當採用語料驅動的學習方式（data-driven learning，DDL）時，學習者會扮演語言研究者的角色，接觸大量語料，觀察其中重複出現的用法，從而歸納出語言的通則。現有的DDL研究多著眼於印歐語系，尤其是英語，且鮮少有實證研究探討DDL應用於初學者的學習效果。有鑑於華語與印歐語系語言之間存在顯著的差異，本研究聚焦於七位來自歐洲的華語初學者，旨在探究這些學生在臺灣的大學課堂中使用紙本DDL學習方位短語的情況。方位短語的任意性（arbitrariness）對學習者具有挑戰性，因此本研究選擇此語法點做為教學內容。結果顯示，學習者在後測中有所進步，但未達到統計上的顯著水準，並在延後測中保持學習效果。進行紙本DDL時，適當的引導可幫助印歐語系學習者克服類型特徵的差異，特別是在書寫系統方面，亦可幫助學習者歸納出語法規則，儘管這些語法規則有時仍需稍加修改。最後，問卷調查顯示，大多數學習者對紙本DDL持正面看法，並未感到困難或耗時。然而，有些學習者不喜歡重複閱讀大量索引行，他們對於紙本DDL的觀感明顯地影響教學活動的成效。本文最後討論研究結果對教學的啟示。

Data-driven approaches suggest that learners should approach data as linguistic researchers to observe recurrences in the input data and induce generalizations from there. The vast majority of research on DDL has focused on Indo-European languages (e.g., mostly English), and few empirical studies have investigated the learning effects of DDL on beginners. Given that there exist marked differences between Chinese and Indo-European languages, this study focused on seven Chinese beginners from Europe and aimed to investigate how they learned locative phrases, a challenging grammar point to Chinese learners because of the arbitrariness of the rules, through paper-based DDL in a Chinese class at a university in Taiwan. The results showed improvements in the post-test, which were, nevertheless, not statistically significant, and the improvement remained in the delayed post-test. Additionally, the carefully designed guidance in paper-based DDL helped the European beginners to overcome typological differences, particularly those in the writing system, and formulate grammar rules albeit with minor revision needed. Finally, the questionnaire survey showed that most of the participants held a positive attitude toward paper-based DDL, and that they did not find it difficult or time-consuming. However, some students did not enjoy reading multiple concordance lines repetitively, and their perception toward paper-based DDL significantly influenced their learning gains in DDL. The study concludes by discussing the pedagogical implications of the results.