國中英語補救教學的現況為現職英語教師不堪英語補救教學的繁重工作量，加上外聘教師經驗不足，導致英語補救教學成效有限。因此，本研究旨在探討運用多感官教學法於國中七年級英語補救教學對學生之影響。期許低成就學習者能透過視覺、聽覺、觸覺和動覺等多感官教學活動的參與，學會應用字彙學習策略，進而建立基本的字彙量。
本研究採行動研究法，研究對象為宜蘭縣市某國中七年級英語補救教學之六位學生，進行6週共6節課之英語補救教學課程。課程內容為「國民中學英語科補救教學基本內容」的七年級英語基本字彙，針對英語字彙教學作多感官的教學活動設計。教學流程分為四部份，包含認識字彙、精熟字彙、延伸發展字彙以及應用字彙。研究中所應用的工具為：學生英語學習背景問卷、課堂學習單與課後評量、教師教學日誌、心得學習單、英語字彙能力測驗 (前後測)、及學習滿意度問卷等。主要的研究結論如下：
一、教師運用多感官教學法於字彙教學對低成就學習者的字彙學習有正面的影響。
二、教師運用多感官教學法有助於英語補救教學學生的課堂表現。
三、學生對運用多感官教學法設計的課程持正向的態度。
四、教師透過行動研究的歷程可促進教師之專業知能。
本研究者進一步根據研究結果提出建議，以供未來相關教師與研究者作為參考。

The current status of English remedial instruction in junior high school is that the internal English teachers are unable to bear the heavy workload of English remedial instruction, coupled with the lack of the external teachers’ teaching experience, resulting in the limited effects of English remedial instruction. Therefore, this study aimed was to explore the effects of implementing multisensory teaching on a group of seventh graders of English remedial instruction. It was expected that low-achieving learners could learn to apply vocabulary learning strategies by participating in multi-sensory teaching activities, involving sight, hearing, touch, and kinesthetics, to acquire basic vocabulary. 
This study adopted the action research method. The research participants were six seventh-grade students of English remedial instruction in a rural school in Yilan. A total of six English remedial instruction courses was conducted in 6 weeks. The participants were guided to learn the basic vocabulary of seventh grade in "Basic Contents of Remedial Instruction of English Courses in Junior High School". A series of multi-sensory teaching activities were designed for English vocabulary teaching. The teaching process was divided into four parts, including recognizing vocabulary, practicing vocabulary, extending vocabulary, and using vocabulary. The instruments employed in this study were student English learning background questionnaires, worksheets and after-class tests, teachers’ teaching logs, feedback worksheets, English vocabulary ability tests (pretest and posttest), and learning satisfaction questionnaires.
The result of the research showed that (1) implementing multi-sensory teaching on vocabulary teaching brought positive impacts on vocabulary learning for low-achieving learners, (2) implementing multi-sensory teaching contributed to the classroom performance of low-achieving learners, (3) students had a positive attitude towards courses designed according to multi-sensory teaching methods, and (4) the process of implementing the action research could promote teachers' professional knowledge. Based on the findings of the research, further suggestions for future teachers and researchers were provided as a reference.

目錄
第一章	緒論	1
第一節	研究背景與動機	1
第二節	研究目的與研究問題	5
第三節 名詞釋義	6
第四節 研究範圍與限制	8
第二章 文獻探討	10
第一節	英語補救教學	10
第二節 英語字彙教學	27
第三節 多感官教學法	35
第三章 研究方法	51
第一節 研究設計與架構	51
第二節 研究對象與環境	55
第三節 教學設計	58
第四節 研究流程	64
第五節 研究工具	68
第六節 資料處理與分析	71
第四章 結果與討論	74
第一節 教學歷程與困難解決	74
第二節 補救教學學生之學習成果	101
第三節 教師之專業成長	118
第五章 結論與建議	123
第一節 結論	123
第二節 建議	127
參考文獻	129
附錄一 教案	145
附錄二 學生英語學習背景問卷	153
附錄三 課堂學習單與課後評量卷	155
附錄四 教師教學日誌	175
附錄五 心得學習單	178
附錄六 英語字彙能力測驗(前後測)	181
附錄七 學習滿意度問卷	185
附錄八 家長同意書	187
附錄九 認識字彙教材	188











表次

表2-1- 1臺灣補救教學相關政策一覽表	11
表2-1- 2調整式教學之調整向度與實例	18
表3-2- 1研究對象英語學習背景簡述表	55
表3-3- 1英語字彙教學目標	58
表3-3- 2本研究之英語補救教學內容	59
表3-5- 1本研究問題與研究工具對照表	70
表3-6- 1資料類別與資料編碼說明	72
表4-1- 1本行動研究的教學省思與修正	99
表 4-2- 1英語字彙能力測驗前後測成對樣本t檢定摘要	108
表 4-2- 2整體學習滿意度量化結果	112
表4-2- 3學習滿意度問卷細項得分表	113













圖次

圖2-3- 1教學經驗的連續性	36
圖2-3- 2語意圖	47
圖2-3- 3 語意特徵分析	48
圖3-1- 1研究概念架構圖	54
圖3-4- 1研究流程圖	67
圖4-1- 1 單元二回家作業	96
圖4-2- 1 單元二數字心智圖	104
圖4-2- 2教學現場之學生實際運用字彙	105
圖4-2- 3 單元二學習單之家族表繪製	107
圖4-2- 4 英語字彙能力測驗前後測平均數	108
圖4-2- 5教學現場之學生積極參與課堂活動	109

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