本研究以國中二年級英語文法為研究範圍，建立一套發問與錯誤回饋機制，以輔助學生練習文法。本研究根據上述範圍之英文文法規則，利用正規表示法設計出文法句型詞性樣板庫，其功能在於辨識正確句型。研究亦收集大量學生錯誤範例，設計文法錯誤樣板，以利精確地取出文法錯誤部分，配合文法資料庫將錯誤部分更正，視為回饋訊息之用。

在實作上，本系統提供圖像與問題，仿照看圖回答英文問題教學活動，由問題引導學生寫出正確的句型，當學生輸入回答之後，系統根據回答，給予即時錯誤偵測與修正訊息，學生能夠依據系統的輔助，再一次矯正文法上的錯誤。研究結果發現，在英語文法學習成就測驗與英語學習態度調查問卷上，以各組英語文法中、高成就的學生作比較，實驗組學生皆優於控制組A與控制組B學生。數據顯示，由於系統題型皆為整段式英語造句，對於低成就的學生，較不適合其作為基礎練習。由學習經驗調查問卷資料的分析探討，顯示實驗組學生對於這套發問與錯誤回饋機制應用於英語文法教學的學習抱持正面肯定的態度。

The purpose of this study is to establish an operational model which, based on the content of English grammar textbooks up to the second grade of the junior high schools in Taiwan, can automatically initiate a question and, based on the answer entered, offer real-time feedbacks, either another question or error messages. Based on the grammatical rules in the specific scope, this study designs the Grammar Patterns, by using Regular Expresses, to tell whether the answers from students are right sentences or wrong ones in grammar. This study also collects a great number of grammatical error patterns written by students for designing Sentence Error Patterns in order to accurately extract grammatical errors of different parts of a sentence. With these patterns, grammatical errors can be corrected with the help of a Grammar Database and feedback massages can be given to students.

In actual implementation, the system provides students with questions and images to guide students in writing correct answering sentences according to the image provided. After the students type their answers into the system, the system gives them immediate responses of their grammatical errors, if any, and the massages of corrections. Based on the operational model, this research establishes a web site to assist learners in English grammar learning. This web site is confirmed by the results of English grammar learning tests and usage experience questionnaire experiments, which are conducted on three different groups, including the experimental, the Control A, and Control B groups. The results show that the English grammar proficiency of the high and middle level students of the experimental group is better than all the students of both the Control A and Control B groups. According to the web site’s usage logs, all students of low English grammar proficiency in the experiment group don’t even have the ability, or are not willing, to write complete sentences for the answers. Therefore the students of low English grammar proficiency are not taken into consideration for the results. In conclusion, as the usage experience questionnaire proves, most of students of the experimental group hold a positive attitude towards this operation model and the web site.

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