研究發現台灣的英語學習者缺乏對搭配詞的覺察與認知。許多研究因而致力於找出有助學習者學習搭配詞的方法。由於科技進步，檢索系統被利用在英語搭配詞學習上。研究證實，單語檢索系統所提供大量且情境豐富的例句能幫助學習者學習英語搭配詞，但單語例句中不認識的單字仍阻礙學習者查詢與學習英語搭配詞，因此，學習者需要能提供中文翻譯的雙語工具來學習英語搭配詞。
　　雙語檢索系統雖亦被證實對學習語言有助益，但研究對象大多為高中以上的學生，少有以國中生為對象的研究。且過去研究使用的雙語檢索系統所提供的例句難度較高。另一方面，雙語字典一直是學習者在學習語言時最常使用的工具，但傳統雙語字典僅提供字面意義對學習語言的效益不大。有別於傳統字典，JuKuu和Bing Dictionary提供較多雙語例句，且例句難度較低，但其效益尚未被驗證。
　　本研究旨在研究雙語檢索工具對於台灣國中生搭配詞學習效果的影響。兩個國中九年級的班級，共計63人參與本研究。一組使用雙語檢索系統JuKuu，一組使用雙語工具Bing Dictionary。在搭配詞檢索活動開始前，兩組皆接受前測，其結果顯示兩組在搭配詞知識與能力上為同質性。前測後，兩組接受簡短的搭配詞介紹以及雙語工具使用的說明與訓練，隨後馬上利用雙語工具進行搭配詞檢索任務。搭配詞檢索任務後，兩組學生皆須填寫問卷，並於一個禮拜後接受後測。
　　結果顯示雙語工具JuKuu及Bing Dictionary對於國中生搭配詞查詢與學習上皆有幫助，兩組學生在搭配詞檢索任務的表現，皆顯著優於前測；其中使用JuKuu的學生在搭配詞檢索任務表現顯著優於使用Bing Dictionary的學生。兩組學生在後測表現雖皆不如搭配詞檢索任務的表現，但仍然優於前測表現；兩組學生在後測表現並無顯著差異。因雙語工具同時提供英語例句與中文翻譯且操作容易，學生對於利用雙語工具學習搭配詞皆持正向態度，且未來願意繼續使用雙語工具學習搭配詞。學生使用雙語工具遇到的困難及對雙語工具的建議皆在研究中討論。

Some research shows that the EFL learners do not have sufficient awareness and knowledge of the English collocations. Many previous studies have been conducted to find ways to help them learn and use the English collocations. With the advancement of modern technology, concordancers are being utilized. Even though studies of monolingual concordancers have proved that the ample examples with various contexts provided by monolingual concordancers benefit the learners in their learning of collocations, they were often overwhelmed by a great number of unknown words in the contexts. As a result, bilingual tools which provide learners with native translations are now employed in English collocation learning.
Research also suggests that bilingual concordancers are beneficial in language learning; however, the benefits were only applied, in the previous studies, to the participants at a senior high level or at a tertiary level instead of a junior high level. Few studies have ever focused on the effects of the bilingual tools on junior high students’ collocation learning. In addition, the example sentences in the existing bilingual concordancers in Taiwan are difficult for junior high students. On the other hand, bilingual dictionaries are most frequently used by learners when learning a language (Lai, 2010). However, traditional bilingual dictionaries only provide learners with word meanings which do not facilitate learners’ collocation learning. Two new online bilingual tools, JuKuu and Bing Dictionary, provide more and easier examples, and their effects on junior high students’ collocation learning have not been verified.
As a result, the main purpose of the present study is to investigate the effects of the two Chinese-English bilingual referencing tools, JuKuu and Bing Dictionary, on junior high students’ collocation learning. Two intact classes of 63 ninth graders in the EFL junior high school were recruited. One of the classes was randomly assigned as “JuKuu group,” and the other “Bing Dictionary group”. Two tests and a task of collocation retrieval were utilized to explore the effectiveness, and two questionnaires were used to analyze learners’ perceptions toward collocation learning by consulting online bilingual tools.
Before the concordancing activity, both groups took the pretest. The results revealed that the participants in these two groups were homogenous in their collocation knowledge. Following the pretest, a brief introduction of collocations and a demonstration on how to use the two online bilingual tools were given to the participants. They, then, completed the task of collocation retrieval with the help of the two online bilingual tools respectively. After the task, learners had to fill out a questionnaire. A week later, all the participants took a posttest.
The results indicate that online bilingual tools indeed facilitate junior high students’ finding proper collocates and enhance their collocation learning. The participants in both groups performed significantly better in the task of collocation retrieval than in the pretest. Moreover, the participants in the JuKuu Group significantly outperform those in the Bing Dictionary Group in the task. Furthermore, the performances of the participants in the two groups in the posttest were worse than those in the task but better than those in the pretest. No differences existed between the performances of the JuKuu Group in the posttest and those of the Bing Dictionary Group in the posttest. As to the perceptions toward collocation consulting with the help of the two online bilingual tools, many of the participants held positive attitudes. Furthermore, they were willing to use the online bilingual tools in the future because the tools provide English examples and Chinese translations at the same time and they are easy to use. Difficulties that learners encountered when utilizing the bilingual tools and their recommendations are also discussed in the present study.
In view of the findings, some pedagogical implications are provided. Limitations of the present study and suggestions for future research are also discussed.

Bahns, J. (1993). Lexical collocations: a contrastive view. ELT Kournal, 47(1), 56-63.
Bahns, J., & Eldaw, M. (1993). Should we teach EFL students collocations? System, 21(1), 101-114.
Barlow, M. (2004). Parallel concordancing and translation. In Proceedings of ASLIB Translating and the Computer 26. London, UK. Retrieved August 16, 2010, from http://mt-archive.info/Aslib-2004-Barlow.pdf
Benson, M., Benson, E., & Ilson, R. (1986). The BBI combinatory dictionary of English: A guide to word combinations.
Chambers, A. (2005). Integrating corpus consultation in language studies. Language Learning & Technology, 9(2), 111-125.
Chan, T. P., & Liou, H. C. (2005). Effects of web-based concordancing instruction on EFL students' learning of verb-noun collocations. Computer Assisted Language Learning, 18(3), 231-251.
Chang, W. L. (2008). Scaffolding promots and web concordancer as support to language learning. Unpublished master's thesis, National Chiao Tung University, Hsinchu, Taiwan.
Chao, P. Y. (2010). A study of collocation learning of junior high students in Taiwan via concordancer. Unpublished master thesis, National Chiayi University, Chiayi, Taiwan.
Charles, M. (2012). Proper vocabulary and juicy collocations: EAP students evaluate do-it-yourself corpus-building. English for Specific Purposes, 31, 93-102.
Chen, H. J. (2011). Developing and evaluation a web-based collocation retrieval tool for EFL students and teachers. Computer Assisted Language Learning, 24(1), 59-76.
Chujo, K., Utiyama, M., & Miura, S. (2006). Using a Japanese-English parallel corpus for teaching English vocabulary to beginning-level students. English Corpus Studies, 13, 153-172.
Chujo, K., Utiyama, M., & Nighigaki, C. (2005). A Japanese-English parallel corpus and CALL: A powerful tool for vocabulary learning. In the Proceedings of ELEAT 5 (pp. 16-19). Utah: Bringham Young University. Retrieved July 13, 2010, from http://fleat5.byu.edu/_files/95Chujo.pdf
Cobb, T. (1997). Is there any measurable learning from hands-on concordancing? System, 25(3), 301-315.
Cobb, T. (1999). Breadth and depth of lexical acquistion with hands-on concordancing. Computer Assisted Langugage Learning, 12(4), 345-360.
Firth, J. R. (1957). Modes of meaning. In J. R. Firth (Ed.), Papers in linguistics (pp. 190-215). London: Oxford University Press.
Fraghal, M., & Obiedat, H. (1995). Collocations: A neglected variable in EFL. International Review of Applied Linguistics in Language Teaching, 33(4), 315-332.
Frankenberg-Garcia, A. (2005). Pedagogical uses of monolingual and parallel concordanced. ELT Journal, 59(3), 189-198.
Frankenberg-Garcia, A. (2009). Compiling and using a parallel corpus for research in translation.
Gao, Z. M. (2011). Exploring the effects and use of a Chinese-English parallel concordancer. Computer Assisted Lanugage Learning, 24(3), 255-275.
Gaskell, D., & Cobb, T. (2004). Can learners use concordance feedback for writing errors? System, 32, 301-319.
Granath, S. (2009). Who benefit from learning how to use corpora? In K. Aijmer (Ed.), Corpora and Language Teaching (pp. 47-65). Philadelphia: John Benjamins Publishing Company.
Hill, J. (2000). Revising priorities: From grammatical failure to collocational success. In M. Lewis (Ed.), Teaching collocation: Further developments in the lexcial approach (pp. 47-69). London: Language Teaching.
Huang, J. (2009). A study of the effects of collocation instruction on Taiwanese EFL senior high students' learning of grammatical collocations. Unpublished master's thesis, National Taiwan Normal University, Taipei, Taiwan.
Hunt, A., & Beglar, D. (2005). A framework for developing EFL reading vocabulary. Reading in a Foreign Language, 17(1), 23-59.
John, E. S. (2001). A case for using a parallel corpus and concordancer for beginners of a foreign language. Language Learning & Technology, 5(3), 185-203.
Johns, T. (1991). From printout to handout: Grammar and vocabulary learning in the context of data driven learning. English Language Research Journal, 4, 27-45.
Kaur, J., & Hegelheimer, V. (2005). ESL students' use of concordance in the transfer of academic word knowledge: An exploratory study. Computer Assisted Lanugage Learning, 18(4), 287-310.
Kennedy, C., & Miceli, T. (2010). Corpus-assisted creative writing: Introducing intermediate Italian learners to a corpus as a reference resource. Language Learning & Technology, 14(1), 28-44.
Kita, K., & Ogata, H. (1997). Collocations in language learning: Corpus-based automatic compilation of collocations and bilingual collocation concordancer. Computer Assisted Language Learning, 10(3), 229-238.
Kuan, C. Y. (2008). Effects of collocation instruction on Taiwanese junior high school students' English collocational competence. Unpublished master's thesis, National Changhua University of Education, Changhua, Taiwan.
Lai, S. L. (2010). Online references as wrting tools for college students in Taiwan. Doctoral, National Taiwan Normal University, Taipei, Taiwan.
Laufer, B. (1998). The development of passive and active vocabulayr in a second language: Same or different? Applied Linguistics, 19(2), 255-271.
Lewis, M. (2000). Teaching collocation: Further developments in the lexical approach. London: Language Teaching.
Lewis, M. (2000). There is nothing as practical as a good theory. In M. Lewis (Ed.), Teaching collocation: Further developments in the lexical approach (pp. 10-27). London: Language Teaching.
Lin, C. C. (2011). Effects of worksheet-based collocation instruciton on Taiwan's junior high school students' learning of verb-noun collocations. Unpublished master's thesis, National Kaohsiung Normal University, Kaohsiung.
Lin, M. J. (2010). A study of verb-noun miscollocations based on Taiwanese and Chinese learners' English corpora. Unpublished master thesis, National Taiwan Normal University, Taipei, Taiwan.
Liou, H. C., Chang, J. S., Chen, H. J., Lin, C. C., Liaw, M. L., Gao, Z. M., . . . You, G. N. (2006). Corpora processing and computational scaffolding for an innovative web-based English learning enviornment: The CANDLE project. CALICO Journal, 2006(24), 1.
Liu, L. E. (2002). A corpus-based lexical semantic investigation of verb-noun miscollocations in Taiwan learners' English. Unpublished master's thesis, Tamkang University, Taipei, Taiwan.
Meara, P. (1995). The importance of an early emphasis on L2 vocabulary. The Language Teacher, 19(2), 8-11.
Nation, I. S. P. (1990). Teaching and learning vocabulary. Boston: Heinle & Heinle.
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.
Nation, I. S. P. (2003). The role of the first language in foreign language learning. Asian EFL Journal, 5(2), 1-8.
Nesselhauf, N. (2003). The use of collocations by advanced learners of English and some implications for teaching. Applied Linguistics, 24(2), 223-242.
O'Sullivan, I., & Chambers, A. (2006). Learners' writing skills in French: Corpus consultation and learner evaluation. Journal of Second Language Writing 15(1), 49-68.
Oghigian, K., & Chujo, K. (2010). An effective way to use corpus exercises to learn grammar basics in English. Language Education in Asia, 1(1), 200-214.
Pérez-Llantada, C. (2009). Textual, genre and social features of spoken grammar: A corpus-based approach. Language Learning & Technology, 13(1), 40-58.
Phythian-Sence, C., & Wagner, R. K. (2007). Vocabulary acquisition: A primer. In R. K. Wagner, A. E. Muse & K. R. Tannenbaum (Eds.), Vocabulary acquisition: Implications for reading comprehension (pp. 1-14). New York: The Guilford Press.
Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.
Sun, Y. C. (2007). Learner perceptions of a concordancing tool for academic writing. Computer Assisted Language Learning, 20(4), 323-343.
Sun, Y. C., & Wang, L. Y. (2003). Concordancers in the EFL classroom: Cognitive approaches and collocation difficulty. Computer Assisted Language Learning, 16(1), 83-94.
Tseng, Y. H. (2009). The effects of using bilingual concordancers on EFL translation. Unpublished master's thesis, Fu Jen Catholic University, Taipei, Taiwan.
Vannestål, M. E., & Lindquist, H. (2007). Learning English grammar with a corpus: Experimenting with concordancing in a university grammar course. ReCALL, 19(3), 329-350.
Varley, S. (2009). I'll just look that up in the concordancer: integrating corpus consultation into the language learning enviroment. Computer Assisted Language Learning, 22(2), 133-152.
Wang, L. (2001). Exploring parallel concordancing in English and Chinese. Language Learning & Technology, 5(3), 174-184.
Wilkins, D. A. (1972). Linguistics in language teaching. London: Edward Arnold.
Wu, S., Witten, I. H., & Franken, M. (2010). Utilizing lexcial data from a Web-derived corpus to expand productive collocation knowledge. ReCALL, 22(1), 83-102.
Yeh, Y., Liou, H.-C., & Li, Y.-H. (2007). Online synonym materials and concordancing for EFL college writing. Computer Assisted Language Learning, 20(2), 131-152.
Yoon, H. (2008). More than a linguistic reference: The influence of corpus technology on L2 academic writing. Language Learning & Technology, 12(2), 31-48.
Yoon, H., & Hirvela, A. (2004). ESL students attitudes toward corpus use in L2 writing. Journal of Second Language Writing, 13, 257-283.
Yu, L. T. (2009). A study of integrating web-based concordancing into vocabulary learning for EFL primary school students. Unpublished master's thesis, Naional Tsing Hua University, Hsinchu, Taiwan.
Zaferanieh, E., & Behrooznia, S. (2011). On the impacts of four collocation instructional methods: Web-based concordancing vs. traditional method, explicit vs. implict instruction. Studies in Literature and Language, 3(3), 120-126.