對於以華語文為外語的學習者而言，在學習句型時，常受到自身母語的影響，以及在學習句型語法時，遇到西方語言所沒有的語法型式，如：含有「呢」、「嗎」、「了」等語助詞之句型，而造成語序、語用學習上的困難。因此在學習時，需要深入理解、參考更多的句子，來了解每個語法所適用的情境與用途。
因此，本研究利用自我解釋能夠促使學習者反思、深入理解等特點，據此將之結合於華語文句型學習系統之中，讓學習者以重組句子的練習方式，藉由觀察教學回饋提供的延伸句並透過自我解釋提示，來觀察與尋找自己的語法錯誤，以及深入思考與延伸例句之間的關聯或發現並試著利用這些提示來修正錯誤。如此的方式可以將學習者的思考過程外顯，協助學習者找出迷失概念，並更有條理地釐清錯誤；同時幫助學習者建立一套更加深入的學習程序及記憶基模，當下次需要使用相同的句型時，能掌握並活用語法知識類比出更多的句子。據此，本研究針對自我解釋對於學習成效與認知負荷的影響兩面向來探討本系統之效益；實驗結果顯示自我解釋提示組別的學生，確實擁有較佳的學習成效，並且與對照組相比並無認知負荷上的差異。此外，在深入訪談中，大部分的實驗組學生對於本系統所採納之學習策略皆抱持正面的肯定。

For the Chinese as a Foreign Language learners, their mother languages often influence their learning on Chinese sentences, causing wrongly usages of word orders and pragmatics and difficulties in learning sentence grammars, especially when encountering special particle, such as: ‘呢’、 ‘嗎’ 、‘了’, which do not exist in most foreign languages. To ease these difficulties requires depth thinking and more practicing on sentence examples to understand how to use correct words and grammars in different scenarios. This study uses the self-explanation learning strategy and worked example practices in a Chinese language learning system. For CFL learners the learning system provides sentence restructuring exercises and, based on their answers, supplies proper feedbacks and activities. For an incorrect sentence restructuring, the system gives an worked example of the same pattern as the correct sentence and asks the learners to give a self-explanation on the reasons why they answer wrong in the exercise. This approach makes a learner review the exercise and think deep to see the errors they made in restructuring the sentence from the pattern of the work example. Self-explanation makes the thinking and learning process explicitly to help learners identify misconcepts and clarify the errors they may make. It also helps learners to gain grammar knowledge for using correct sentences. To investigate the feasibility of using self-explanation in learning Chinese sentences for CFL learners and to see if any cognitive loads induced because of using it, this study conducts several experiments participated by several CFL foreigners. The results show that the strategy of using worked examples and self-explanation yields better learning outcomes for CFL learners and induces almost no extra cognitive load. In addition, almost all of the CFL learners who use the strategy have positive affirmation in the post experiment interview for the learning strategy.

中文
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英文
Aleven, V. A., & Koedinger, K. R. (2002). An effective metacognitive strategy: Learning by doing and explaining with a computer-based Cognitive Tutor. Cognitive science, 26 (2), 147-179.
Ausubel, D. P. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart & Winston.
Bielaczyc, K., Pirolli, P. L., & Brown, A. L. (1995). Training in self-explanation and self-regulation strategies: Investigating the effects of knowledge acquisition activities on problem solving. Cognition and instruction, 13 (2), 221-252.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in education, 5 (1), 7-74.
Campione, J. C., & Brown, A. L. (1985). Dynamic assessment: One approach and some initial data. (Technical report No. 361). Bethesda, MD: National Institute of Child Health and Human Development; National Institute of Education. (ERIC ED269735).
Campione, J. C., & Brown, A. L. (1987). Linking dynamic assessment with school achievement. In C. S. Lidz (Ed.), Dynamic assessment: An international approach to evaluating learning potential (pp. 82–115). New York: The Guilford Press.
Chang, P. C., Tseng, H., Jurafsky, D., & Manning, C. D. (2009). Discriminative reordering with Chinese grammatical relations features. Paper presented at the SSST '09 Proceedings of the Third Workshop on Syntax and Structure in Statistical Translation, Boulder, Colorado.
Chen, C. P., Tai, D. W., Lee, C. Y., & Zhang, R. C. (2010). Constructing the graduated prompting assessment learning system for computer-aided manufacturing cutting technique.
Cheng, Y., Y. (2014). YOYO CHINESE. Retrieved June 2, 2014, from http://www.chinesegrammar.info/
Chi, M. T. H., Bassok, M., Lewis, M., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13, 145-182.
Chi, M. T., Leeuw, N., Chiu, M. H., &LaVancher, C. (1994). Eliciting self‐explanations improves understanding. Cognitive science, 18 (3), 439-477.
Chou, C. Y., & Liang, H. T. (2009). Content-Free Computer Supports for Self-Explaining: Modifiable Typing Interface and Prompting. Journal of Educational Technology & Society, 12 (1).
Crippen, K. J., & Earl, B. L. (2007). The impact of web-based worked examples and self-explanation on performance, problem solving, and self-efficacy. Computers & Education, 49 (3), 809-821.
Froyd, J., & Simpson, N. (2008). Student-centered learning: Addressing faculty questionabout student-centered learning. Paper presented at the Course, Curriculum,Labor, and Improvement Conference, Washington DC. Retrieved 30.05.11<http://ccliconference.org/files/2010/03/Froyd_Stu-CenteredLearning.pdf>
Gagne, R. M., & Smith Jr, E. C. (1962). A study of the effects of verbalization on problem solving. Journal of experimental psychology, 63 (1), 12
Grigg, H., & Wang, a. (2014). ChineseGrammar.info. Retrieved June 2, 2014, from http://www.chinesegrammar.info/
Hart, S. G., &Staveland, L. E. (1988). Development of NASA-TLX (Task Load Index): Results of empirical and theoretical research. Advances in psychology, 52, 139-183.
Hausmann, R. G., & Chi, M. H. (2002). Can a computer interface support self-explaining. Cognitive Technology, 7 (1), 4-14.
Hsu, C. Y., & Tsai, C. C. (2013). Examining the effects of combining self-explanation principles with an educational game on learning science concepts. Interactive Learning Environments, 21 (2), 104-115.
Hu, B. (2010). The challenges of Chinese: A preliminary study of UK learners' perceptions of difficulty. Language Learning Journal, 38 (1), 99-118.
Johnson, C. I., & Mayer, R. E. (2010). Applying the self-explanation principle to multimedia learning in a computer-based game-like environment. Computers in Human Behavior, 26 (6), 1246-1252.
Klein, D., & Manning, C. D. (2003). Accurate unlexicalized parsing. Paper presented at the Proceedings of the 41st Annual Meeting on Association for Computational Linguistics.
Kwon, K., Kumalasari, C. D., & Howland, J. L. (2011). Self-Explanation Prompts on Problem-Solving Performance in an Interactive Learning Environment. Journal of Interactive Online Learning, 10 (2).
Moreno, R., & Valdez, A. (2005). Cognitive load and learning effects of having students organize pictures and words in multimedia environments: The role of student interactivity and feedback. Educational Technology Research and Development, 53 (3), 35-45.
Mwangi, W., & Sweller, J. (1998). Learning to solve compare word problems: The effect of example format and generating self-explanations. Cognition and instruction, 16 (2), 173-199.
Neuman, Y., Leibowitz, L., & Schwarz, B. (2000). Patterns of verbal mediation during problem solving: A sequential analysis of self-explanation. The journal of experimental Education, 68 (3), 197-213.
Odlin, T. (2001). With the dictionary and beyond. Linking literacies: Perceptions on L2 reading-writing connections, 271-290.
Paas, F. G., Van Merriënboer, J. J., & Adam, J. J. (1994). Measurement of cognitive load in instructional research. Perceptual and motor skills, 79 (1), 419-430.
Rabinowitz, J. C., & Craik, F. I. (1986). Specific enhancement effects associated with word generation. Journal of Memory and Language, 25 (2), 226-237.
Retnowati, E., Ayres, P., & Sweller, J. (2010). Worked example effects in individual and group work settings. Educational Psychology, 30 (3), 349-367.
Shei, C., & Hsieh, H. P. (2012). Linkit: a CALL system for learning Chinese characters, words, and phrases. Computer Assisted Language Learning, 25 (4), 319-338. structure annotation of a large corpus. Natural Language Engineering, 11 (2), 207.
Stevens, B.P. 2006. Is Spanish really so easy? Is Arabic really so hard? Perceived difficulty in learning Arabic as a second language. In Handbook for Arabic Language Teaching Professionals in the 21st Century, ed. K. Wahba, Z. Taha, and L. England, 35–64. London:Routledge.
Sweller, J., Van Merrienboer, J. J., & Paas, F. G. (1998). Cognitive architecture and instructional design. Educational psychology review, 10 (3), 251-296.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wierwille, W. W., & Eggemeier, F. T. (1993). Recommendations for mental workload measurement in a test and evaluation environment. Human Factors: The Journal of the Human Factors and Ergonomics Society, 35 (2), 263-281.
Wong, R. M., Lawson, M. J., & Keeves, J. (2002). The effects of self-explanation training on students' problem solving in high-school mathematics. Learning and Instruction, 12 (2), 233-262.
Xue, N., Xia, F., Chiou, F. D., & Palmer, M. (2005). The Penn Chinese Treebank: Phrase structure annotation of a large corpus. Natural Language Engineering, 11 (2), 207.
Yeh, Y. F., Chen, M. C., Hung, P. H., & Hwang, G. J. (2010). Optimal self-explanation prompt design in dynamic multi-representational learning environments. Computers & Education, 54 (4), 1089-1100.
Aleven, V. A., & Koedinger, K. R. (2002). An effective metacognitive strategy: Learning by doing and explaining with a computer-based Cognitive Tutor. Cognitive science, 26 (2), 147-179.
Ausubel, D. P. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart & Winston.
Bielaczyc, K., Pirolli, P. L., & Brown, A. L. (1995). Training in self-explanation and self-regulation strategies: Investigating the effects of knowledge acquisition activities on problem solving. Cognition and instruction, 13 (2), 221-252.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in education, 5 (1), 7-74.
Campione, J. C., & Brown, A. L. (1985). Dynamic assessment: One approach and some initial data. (Technical report No. 361). Bethesda, MD: National Institute of Child Health and Human Development; National Institute of Education. (ERIC ED269735).
Campione, J. C., & Brown, A. L. (1987). Linking dynamic assessment with school achievement. In C. S. Lidz (Ed.), Dynamic assessment: An international approach to evaluating learning potential (pp. 82–115). New York: The Guilford Press.
Chang, P. C., Tseng, H., Jurafsky, D., & Manning, C. D. (2009). Discriminative reordering with Chinese grammatical relations features. Paper presented at the SSST '09 Proceedings of the Third Workshop on Syntax and Structure in Statistical Translation, Boulder, Colorado.
Chen, C. P., Tai, D. W., Lee, C. Y., & Zhang, R. C. (2010). Constructing the graduated prompting assessment learning system for computer-aided manufacturing cutting technique.
Cheng, Y., Y. (2014). YOYO CHINESE. Retrieved June 2, 2014, from http://www.chinesegrammar.info/
Chi, M. T. H., Bassok, M., Lewis, M., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13, 145-182.
Chi, M. T., Leeuw, N., Chiu, M. H., &LaVancher, C. (1994). Eliciting self‐explanations improves understanding. Cognitive science, 18 (3), 439-477.
Chou, C. Y., & Liang, H. T. (2009). Content-Free Computer Supports for Self-Explaining: Modifiable Typing Interface and Prompting. Journal of Educational Technology & Society, 12 (1).
Crippen, K. J., & Earl, B. L. (2007). The impact of web-based worked examples and self-explanation on performance, problem solving, and self-efficacy. Computers & Education, 49 (3), 809-821.
Froyd, J., & Simpson, N. (2008). Student-centered learning: Addressing faculty questionabout student-centered learning. Paper presented at the Course, Curriculum,Labor, and Improvement Conference, Washington DC. Retrieved 30.05.11<http://ccliconference.org/files/2010/03/Froyd_Stu-CenteredLearning.pdf>
Gagne, R. M., & Smith Jr, E. C. (1962). A study of the effects of verbalization on problem solving. Journal of experimental psychology, 63 (1), 12
Grigg, H., & Wang, a. (2014). ChineseGrammar.info. Retrieved June 2, 2014, from http://www.chinesegrammar.info/
Hart, S. G., &Staveland, L. E. (1988). Development of NASA-TLX (Task Load Index): Results of empirical and theoretical research. Advances in psychology, 52, 139-183.
Hausmann, R. G., & Chi, M. H. (2002). Can a computer interface support self-explaining. Cognitive Technology, 7 (1), 4-14.
Hsu, C. Y., & Tsai, C. C. (2013). Examining the effects of combining self-explanation principles with an educational game on learning science concepts. Interactive Learning Environments, 21 (2), 104-115.
Hu, B. (2010). The challenges of Chinese: A preliminary study of UK learners' perceptions of difficulty. Language Learning Journal, 38 (1), 99-118.
Johnson, C. I., & Mayer, R. E. (2010). Applying the self-explanation principle to multimedia learning in a computer-based game-like environment. Computers in Human Behavior, 26 (6), 1246-1252.
Klein, D., & Manning, C. D. (2003). Accurate unlexicalized parsing. Paper presented at the Proceedings of the 41st Annual Meeting on Association for Computational Linguistics.
Kwon, K., Kumalasari, C. D., & Howland, J. L. (2011). Self-Explanation Prompts on Problem-Solving Performance in an Interactive Learning Environment. Journal of Interactive Online Learning, 10 (2).
Moreno, R., & Valdez, A. (2005). Cognitive load and learning effects of having students organize pictures and words in multimedia environments: The role of student interactivity and feedback. Educational Technology Research and Development, 53 (3), 35-45.
Mwangi, W., & Sweller, J. (1998). Learning to solve compare word problems: The effect of example format and generating self-explanations. Cognition and instruction, 16 (2), 173-199.
Neuman, Y., Leibowitz, L., & Schwarz, B. (2000). Patterns of verbal mediation during problem solving: A sequential analysis of self-explanation. The journal of experimental Education, 68 (3), 197-213.
Odlin, T. (2001). With the dictionary and beyond. Linking literacies: Perceptions on L2 reading-writing connections, 271-290.
Paas, F. G., Van Merriënboer, J. J., & Adam, J. J. (1994). Measurement of cognitive load in instructional research. Perceptual and motor skills, 79 (1), 419-430.
Rabinowitz, J. C., & Craik, F. I. (1986). Specific enhancement effects associated with word generation. Journal of Memory and Language, 25 (2), 226-237.
Retnowati, E., Ayres, P., & Sweller, J. (2010). Worked example effects in individual and group work settings. Educational Psychology, 30 (3), 349-367.
Shei, C., & Hsieh, H. P. (2012). Linkit: a CALL system for learning Chinese characters, words, and phrases. Computer Assisted Language Learning, 25 (4), 319-338. structure annotation of a large corpus. Natural Language Engineering, 11 (2), 207.
Stevens, B.P. 2006. Is Spanish really so easy? Is Arabic really so hard? Perceived difficulty in learning Arabic as a second language. In Handbook for Arabic Language Teaching Professionals in the 21st Century, ed. K. Wahba, Z. Taha, and L. England, 35–64. London:Routledge.
Sweller, J., Van Merrienboer, J. J., & Paas, F. G. (1998). Cognitive architecture and instructional design. Educational psychology review, 10 (3), 251-296.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wierwille, W. W., & Eggemeier, F. T. (1993). Recommendations for mental workload measurement in a test and evaluation environment. Human Factors: The Journal of the Human Factors and Ergonomics Society, 35 (2), 263-281.
Wong, R. M., Lawson, M. J., & Keeves, J. (2002). The effects of self-explanation training on students' problem solving in high-school mathematics. Learning and Instruction, 12 (2), 233-262.
Xue, N., Xia, F., Chiou, F. D., & Palmer, M. (2005). The Penn Chinese Treebank: Phrase structure annotation of a large corpus. Natural Language Engineering, 11 (2), 207.
Yeh, Y. F., Chen, M. C., Hung, P. H., & Hwang, G. J. (2010). Optimal self-explanation prompt design in dynamic multi-representational learning environments. Computers & Education, 54 (4), 1089-1100.