| Summary: | 碩士 === 國立雲林科技大學 === 應用外語系碩士班 === 90 === The study primarily aimed to investigate the effectiveness of an inductive approach and a deductive approach on learning collocation by using a concordancer. Besides the comparison of the two teaching approaches, other factors influencing the learning outcome were also examined such as language proficiency, aptitude, and difficulty of grammatical patterns. Eighty-one second-year students from a senior high school in Taiwan participated in the study. They belonged to two classes. One was classified into the inductive group; the other was classified into the deductive group. All the procedures of the study consisted of three parts, a pre-test, exercises for each teaching approach, and a post-test. As to the treatment, the researcher modeled the process of each teaching approach for both groups at the beginning of the study. In the case of the inductive approach, there were three stages for each exercise. They were searching for the appropriate examples, formulating the underlying patterns, and applying the learned rules in error correction. In the case of the deductive one, the stages were consulting the rules provided in advance and applying the rules in error correction. Two types of grammatical patterns, the easy one and the difficult one, were used as learning exercises. The classification of the grammatical patterns was based on the judgement of two English experts. The instruments used in the study were 1) computers, 2) tests of correction for pre-test, 3) tests of correction for post-test, 4) Scholastic Aptitude Test: Serial Ⅲ 5) Secondary Level English Proficiency Test.
The two-way ANOVAs were used to examine the significance of the results. Several findings were found through the data analyses. First, the inductive group improved more significantly on performance of collocation learning than did the deductive group. Second, the students with low-proficiency levels benefited more than students with high-language levels. Third, in the condition of easy patterns, the inductive approach would cause significant effect on collocation learning. As to the difficult patterns, there were no significant differences between the inductive group and the deductive group. Fourth, language proficiency and aptitude did not have significant interaction with the teaching approach. In summary, the findings suggest that to implement the inductive approach by using a concordancer can enhance the effectiveness of the learning outcome. Also, the combination of this approach with a concordancer can develop the learners’ ability of discovery learning. Students with different kinds of proficiencies are suitable for this combination. Thus, adopting a suitable teaching approach with rich resources, the Concordancer, will facilitate the effectiveness of language learners.
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