第五章 結論與未來展望
第二節 研究限制
在輔助學習系統驗證上，本研究以國小二年級學童為研究對象，藉由準實 驗研究，探討不同的詞彙補充方法的成效差異性。然而本研究僅以臺中市某國 小二年級的兩個班級的學生為研究對象，受測人數為該班全部學童，樣本受限 於單一地區、單一年級，故研究結果將不適合做廣大推論。且本研究主要內容 為康軒版國語領域中，第四冊 1-7 課的詞彙補充教學，研究僅僅採用兒童中文 語料庫之記敘文為詞彙補充來源的範圍，受限於單一版本及單一文體，故研究 結果尚不適合做廣大推論。
第三節 後續研究建議
研究者根據研究結果與研究中的省思，對以 LSA 為基礎之電腦化語意關聯 輔助學習系統用於詞彙補充教學，以及未來相關研究提出建議。
壹、兒童中文語料庫的建置可持續增加不同領域文章
評估檢定目前未達成的效果，可再結合學童實際評分的結果，來驗證所計 算出的關聯性與讀者實際評估結果的相似程度，更精準地探究所捕捉到的語意 關係能否適切反應學童內在知識表徵的語意結構。
可以繼續再增加兒童語料來源，建置出不同主題或是更細的學習階層的語 意空間，使兒童中文語意空間的特色，在教育的應用上，能成為增進閱讀力的 有利工具。
貳、可另行建置以學生造句、作文之內容為主的語料庫，並驗證
由該語料庫建立的語意空間，其學生效度是否比本研究之語
意空間為佳？
為主的語意空間，何者更能反映中文兒童內在心理詞彙表徵間之語意關聯性。
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