生活中許多決策情境是「不確定下的決策（decisions under uncertainty）」，只瞭解選項的結果，不知道結果發生的機率。人們會累積經驗，以學習到適當的決策。許多證據支持，自身會透過增強學習（reinforcement learning）機制學習，根據每次獲得的經驗，調整對於選項的期望，之後選擇期望最大的選項，幫助做出適當的決策。經驗可以透過自身決策或觀察他人決策所獲得，然而，過去較少研究探討觀察學習。因此，本研究欲探討決策中的觀察學習，並釐清同理心對於觀察學習的調節作用。實驗一中，改善過去了研究限制，量測膚電反應、學習速率與行為表現，讓參與者在自身學習、觀察他人與觀察電腦情境進行作業，並透過同理心問卷測量參與者的同理心特質。結果顯示，觀察學習在正向學習與負向學習不同，正向學習為趨向優勢選項，負向學習為避開劣勢選項。正向學習在三種學習情境中無任何差異，負向學習在觀察他人學習時，會受到同理心的調節作用。同理心分數越高，觀察他人的負向行為表現越好，觀察他人負向回饋的膚電反應越大。實驗一只透過問卷測量同理心，無法推論因果關係，因此實驗二直接操弄了不同的同理程度。回饋呈現的同時，呈現他人的情緒或中性臉孔圖片，以引發參與者的同理程度高或低。實驗中，量測回饋相關負波（Feedback-Related Negativity，FRN）、學習速率與行為表現。如同實驗一，只有負向學習受到同理程度不同的影響。同理程度高時，負向學習表現較好。FRN則顯示了同理程度與預期性的交互作用，同理程度低時，與過去研究一致，非預期FRN比預期FRN更加負向；同理程度高時，則無此預期性效果。雖然FRN無預期性差異，但依然能學習到符號機率，行為表現不受影響，推測可能有其他系統參與決策學習。綜上所述，本研究顯示，只有負向學習中，觀察學習會受到同理心的調節，同理心越高，行為表現越好。 / In daily life, we made many decisions under uncertainty. In each decision, we know only the outcome but no probabilities of the outcome. We have to accumulate the experience to learn adaptive decisions. Bunches of studies have shown that people may learn adaptive decisions by reinforcement learning. People modified the expectation for each option according to decision feedbacks, and, in the next time, chose the option with the maximum expectation. People can receive feedback from decisions making by self or others. However, fewer studies examined observational learning in decision making. Therefore, present research would clarify observational learning in decision making, and examine how empathy modulated observational learning. In experiment 1, skin conductance response, learning rate and behavioral performance were recorded and analyzed. Participants would learning decisions in different situations of self learning, observing others and observing computer. The questionnaire of empathy was also measured to examine its modulation in observational learning. The results showed that there were difference in positive learning and negative learning. Positive learning is to approach to the advantageous option, while negative learning is to avoid from the disadvantageous option. In positive learning, there were no difference among the three learning situations, but, in negative learning, empathy would modulate learning by observing others. The higher the empathy score was, the better the behavioral performance of negative learning was. Moreover, the skin conductance response when participants observing others’ negative feedback positively correlated with the empathy score. In experiment 2, the empathy level was manipulated by display pictures of others faces with feedback. Displaying the emotional faces or neutral faces would induce high or low empathy level for others, respectively. The feedback-related negativity (FRN), learning rate and behavioral performance were recorded and analyzed. Similar to experiment 1, only the negative learning was modulated by the empathy level. When participants were induced high empathy level, the behavioral performance was better. The results of FRN showed the interaction between empathy levels and expectancy of feedback. When participant’s empathy level was low, unexpected FRN was more negative than expected FRN. This result was consistent with previous studies. Nevertheless, when participant’s empathy level was high, there was no difference between unexpected FRN and expected FRN. Although FRN didn't show the effect of expectancy, participants could still learn the probabilities of each signs and made adaptive decisions. This result may result from other systems involved in observational learning. From the results of experiment 1 and 2, present research showed that, only in negative learning, observational learning was modulated by empathy, and the higher the empathy level was, the better the behavioral performance was.

台灣英語教育多以考試取向為主，許多教師進行英語字彙指導時採用填鴨式教學，致使學生無法於新的情境靈活使用字彙。 本研究旨在於探究以語料庫為本之教學對於台灣大學生在英語近似詞學習成效的影響，以台北市某一所大學86位英語學習背景及能力相似之大一生為研究對象。研究人數均分成兩班進行教學實驗，一班為實驗組，以資料觀察法進行教學，另一班為對照組，以傳統形式教學為主，每週一次五十分鐘，共進行十週。資料蒐集包含近似詞學習成就測驗前、後測，並且依據研究對象於實驗教學結束後接受語料觀察教學法回饋問卷，蒐集研究對象對於語料觀察法之反應與感知，進行量化分析。最後，透過訪談高分組和低分組學生，蒐集其質性資料進行研究探討哪些因素會影響不同英語能力學生對於資料觀察法的意願與需求。本研究發現如下: 一、近似詞教學有助於提升台灣大學生的英語字彙能力。兩組教學均在後測有 進步。但就後測成績來說，實驗組顯著優於控制組。資料觀察法之近似詞教學 均較傳統教學法更能有效提升學生的英語字彙能力。 二、在不同程度的學生學習成效上，高、低分組學生均在後測成績有進步。對於 高分組而言，實驗組後測成績顯著優於控制組後測。但對於控制組而言，實驗 組的與控制組的後測成績未呈顯著差異。 三、大部分的學生對於運用資料觀察法學習單字均給予正面回饋，也肯定資料觀 察學習法活動的效益。另外，根據高、低分組學生訪談結果發現，英語程度的 高低的確會影響學生對於資料觀察法的喜愛和需求。高分組的學生希望先以資 料觀察學習法為開端，再以傳統講解式方式做總結。但對低分組的學生而言， 喜歡參與小組討論。由於單字量的不足，低分組學生希望在語料庫為主的教材 旁能附上中文解釋，降低學習焦慮。 根據上述研究結果，本研究建議大學英語教師在教學現場能夠融入語料觀察學 習法並依照不同程度的學生進行教材設計，以助提升學生學習英語單字。 關鍵字:資料觀察學習法、近似詞、語料庫為本 / Corpus Linguistics has progressively become the center in different domains of language research. With such development of large corpora, the potential applications and possibilities of corpora in second language teaching and learning are extended. A discovery-based authentic learning environment is provided as well as created by such corpus-based language learning. Synonym or near-synonym learning is a difficult aspect of vocabulary learning, but a linguistic phenomenon with ubiquity. Hence, this research aims to investigate the effectiveness of the application of data-driven learning (DDL) approach in near-synonyms instruction and compare the teaching effect on the high and low achievers through the near-synonyms instruction. Participants of this study were given instruction throughout the eight-week corpus-based teaching with materials compiled by the teacher. This is a quasi-experimental study consisting of comparison between two experimental conditions, with a pre-post test and control-experimental group design, followed by qualitative method of semi-structure interviews and questionnaire provided to the experimental group of EFL university students in Taiwan. Two intact classes of 86 college students participated in this study. The quantitative analysis of the pre- and posttest scores and questionnaire were conducted through descriptive statistics and frequency analysis in order to explain the learning effects and learners’ perceptions. The results of the study revealed that: (1) participants in the experimental group made significant improvement in the posttest; (2) EFL high proficiency learners with DDL approach performed better than high achievers who were taught by the traditional method. However, low achievers may not be able to benefit from DDL approach in the form of concordance teaching materials; (3) the majority of the participants had positive feedback on DDL activities. Also, types of preferred DDL activities were strongly influenced by students’ proficiency level. Low achievers preferred activities that should involve Chinese translation as the supplementary note while as for the high achievers, they were looking for the teacher’s explanation of words’ usages and functions in the end. This study demonstrates the importance in illuminating the dynamic relationship between DDL approach and second language near-synonyms learning, as well as provides English EFL teachers with a better concept to incorporate corpus or concordance lines into vocabulary instruction. Key words: data-driven Learning, near-synonym, corpus-based approach