本研究旨在探討台灣學生利用圖片輔助單字學習之成效，並進行探討與比較學生利用圖片學習單字前、後是否差異。95位同質性來自台灣北部某大學學生依班級分為兩組參與本研究。控制組之受測者以英文單字和中文翻譯接受單字教學。而實驗組則是以英文單字和圖片為單字教學內容。受測後，選出十位受測者參加訪談，並瞭解學生對此教學模式之觀點。研究顯示，兩組在接受教學後，前後測比較皆為顯著進步，然而比較兩組分數之高低，控制組表現明顯較佳。
質性研究結果顯示圖片對英語單字學習能有效幫助，但同時也有限制，受訪者提出圖片學習單字之益處為 (1) 圖片不僅對單字學習有益處，且對其他科也有幫助 (2) 研究者以口頭提供英英翻譯解釋字詞時，圖片能有效幫助英語聽力能力較差學習者。(3) 圖片能有效幫助單字記憶 (4) 圖片提供學習者明確圖像以幫助學習。質性研究同時也顯示圖片對英文單字學習之限制(1) 圖片輔助單字學習較不適合抽象單字學習 (2) 以圖片學習單字只限用於部分詞性 (3) 圖片選擇之合宜性也會影響學習 (4)圖片學習單字只限於短期記憶。
研究者依研究結果所提供之圖片學習的益處和限制建議未來研究 (1) 將圖片改為影片或動畫以避免詞性限制的問題 (2) 探討圖片輔助單字學習是否較適合小班人數班級 (3) 探討是否提高教學的頻率可幫助單字的長期記憶。

The purpose of the research was to investigate to what extent learning English vocabulary with pictures can be effective for learners. In the current study, 95 students in a university located in New Taipei City were participants. The participants were divided into two groups and were taught English vocabulary words with and without pictures. The group A was asked to learn vocabulary with Chinese equivalents while the group B learned vocabulary with pictures. There were two tests in the present study, pretest and posttest. The participants were required to take a pretest before instructions. Then, when the researcher finished the instructions, all of the participants were asked to have the posttest to explore whether there were any differences between two tests. In addition to the two tests, ten of the participants in the group B were chosen to take part in interviews in order for the researcher to explore students’ perspectives about the functions and the limitations of learning vocabulary with pictures. 
The results of the present study suggested that the group A learning vocabulary with Chinese equivalents performed better than the group B learning vocabulary with pictures although both of the two groups made progress in their vocabulary learning. Furthermore, ten interviewees revealed a number of advantages and limitations about learning vocabulary with pictures. As for the functions of learning vocabulary with pictures, first, they believed that pictures are beneficial not only for learning vocabulary but also learning on other fields. Second, pictures are helpful for those who had trouble on English listening when the instructor offered descriptions orally. Additionally, pictures benefit memorizing vocabulary more efficiently. Forth, pictures were clear images that help their learning. 
On the other hand, some limitations of learning vocabulary with pictures were mentioned in the study as well. First, pictures were not appropriate for learning abstract words. Second, in terms of learning vocabulary with pictures, specific parts of speech were limited, such as adjectives. In addition, whether choosing appropriate pictures was also one of factors to influence learning. Finally, the researcher found that learning vocabulary with pictures was limited because it was only effective to short-memory.

Table of contents
Acknowledgements	I
Chinese Abstract        II
English Abstract	III
List of Tables	VII
List of Appendices	VIII
Chapter One	1
Background of the Study	1
Statement of the Problem	2
Purpose of the Study	3
Significance of the Study	3
Research Questions	4
Chapter Two	5
Definition of Multimedia Learning	5
Learning with Pictures	6
Working Memory as Related to Learning	10
Pictures as Part of Motivative Factors	14
Chapter Three	19
Participants	19
Instruments	20
General English Proficiency Test.	20
Materials	21
Procedures	21
Pretest	22
Instruction	23
Post-test	24
Interview	24
Data Collection and Data Analysis	25
Chapter Four	26
Results of Homogeneity of Variance	26
Results of Pretest and Posttest of Group A	27
Results of Pretest and Posttest of Group B	28
Results of Comparing the Posttest of Group A and Group B	29
The Results of Qualitative Research	30
Chapter Five	40
Benefits of Learning Vocabulary with Pictures	41
Limitations of Learning Vocabulary with Pictures43
Chapter Six	51
Conclusion	51
Suggestions for Further Research	52
Pedagogical Implications	53
References	55
Appendices	60

List of Tables
Table 4.1 Descriptive statistical results of pretests of group A and group B……………………………………………………………26
Table 4.2 Independent sample t test for the results of the pretests of group A and group B………………………………………...............26
Table 4.3 Descriptive statistical results of pretest and posttest of group A……………………………………………………………………………...27
Table 4.4 Paired sample t test for the results of the pretest and posttest.	28
Table 4.5 Descriptive statistical results of pretest and posttest of group B…………………………………………………………..............................28
Table 4.6 Paired sample t test for the results of the pretest and posttest	29
Table 4.7 Descriptive statistical results of posttests of group A and B………………………………………………………..................29
Table 4.8 Independent sample t test for the results of the posttest of group A and B………………………………………………………………………….	29
Figure 2.1 Cognitive theory of multimedia learning…………………….12

List of Appendices
Appendix A – Teaching materials for the group A ………………………….	60
Appendix B – Teaching materials for the group B…………….....................	68
Appendix C- Vocabulary pretest…………………………………………….	76
Appendix D- Vocabulary posttest ………………………………………......	77
Appendix E-Interview questions ……………………………………………	78
Appendix F-Original texts of the interviews………………………………..	80

References
Astleitner, H., & Wiesner, C. (2004). An integrated model of multimedia learning and motivation. Journal of Multimedia and Hypermedia, 13, 3-21. 
Atkinson, C., & Shiffrin, R. M. (1971). The control of short-term memory. Scientific American , 225, 82-90.
Ayres, P. & Sweller, J. (2014). The spit-attention principle in multimedia learning. In 
R.E. Mayer (Eds.), The Cambridge handbook of multimedia learning (pp.206-226). United States of America, USA: Cambridge University Press.
Baddeley, A.D. (1999). Essentials of human memory. UK: Psychology Press. 
Butcher, K. R. (2006). Learning from text with diagrams: Promoting mental model 
development and inference generation. Journal of Educational Psychology, 98, 182-97.
Butcher, K. R. (2014). The multimedia principle. In R.E. Mayer (Ed.), The Cambridge 
handbook of multimedia learning (pp.174-205). United States of America, USA: Cambridge University Press.
Cahill, M., McGill-Franzen, A., & Peterson, D. (2013). Enhanced picture books: 
Enhancing the literacy development of young children. In J. Whittingham, S. Huffman, & C. Wiedmaier (Eds.), Technological tools for the literacy classroom (pp. 196-218). USA: IGI Global.
Clark, R. E. & Feldon D. F. (2014). Ten common but questionable principles of 
multimedia leaning. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp.151-173). United States of America, USA: Cambridge University Press.
Collins, M. F. (2005) ESL preschools’ English vocabulary acquisition from 
storybookreading. Reading Research Quarterly, 40, 406-408.
Dutke, S., & Rinck, M. (2006). Multimedia learning: Working memory and the 
learning of word and picture diagrams. Learning and Instruction, 16, 526-537. 
Gairns, R., & Redman, S. (1986). Working with words: A guide to teaching and 
learning vocabulary. New York: Cambridge. 
GEPT (2005). GEPT word lists. Retrieved April 7, 2017, from 
https://www.lttc.ntu.edu.tw/wordlist.htm
GEPT (2015). Score data summary for 2015 GEPT. Retrieved April 7, 2017, from 
https://www.lttc.ntu.edu.tw/results.htm
Kost, C. R. (1999). Textual and pictorial glosses: Effectiveness on incidental 
　　vocabulary growth when reading in a foreign language. Foreign Language 　
　　Annals, 32, 89-97.
Kawamura, M., Kobayashi, Y., &Morioka, S.(2012). Effects of differences in 
working memory capacity on patterns of word generation. Psychology Research, 2, 461-468.

Laufer, B. (1990). Why are some words more difficult than others? Some intralexcial 
factors that affect the learning of words. International Review of Applied 
Linguistics in Language Teaching, 28, 293-307.
Lin, C.C., & Tseng, Y.F. (2012) ‘Videos and Animations for Vocabulary learning: A 
　　Study on Difficult Words.’ The Turkish Online Journal of Education of　　
　　Technology, 11, 346-355.
Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions? 
　　Educational Psychologist, 32, 1-19.
Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia 
learning. Educational Psychologist, 38, 43-45.doi:10.1207/S15326985EP3801_6
Mayer, R. E. (2005). Introduction to multimedia learning. In R.E. Mayer (Ed.), The 
Cambridge handbook of multimedia learning (pp. 1-16). New York: Cambridge 
University Press.
Mayer, R. E. (2009). The promise of multimedia learning. In R.E. Mayer (Ed.),  
Multimedia learning (pp. 7-9). New York: Cambridge University Press.
Mayer, R. E. (2009). The science of learning: determining how multimedia learning 
works. In R.E. Mayer (Ed.), Multimedia Learning (pp. 60-62). New York, NY: 　
Cambrige University Press.
Mayer, R.E. (2014). Cognitive theory of multimedia learning. In R.E. Mayer (Ed.), 
The Cambridge handbook of multimedia learning (pp.43-71). United States of America, USA: Cambridge University Press.
Martin, K. I., & Ellis, N. C. (2012). The roles of phonological short-term memory and 　　
　　working memory in L2 grammar and vocabulary learning. Second Language 
　　Acquisition, 34, 379-413.
Omaggio, A. C. (1979). Pictures and second language comprehension: Do They 
Help? Foreign Language Annals, 12, 107-116.
Rieber, L.P. (2009). Supporting discovery-based learning within simulations. In R.Z. 
Zheng (Ed.), Cognitive effects of multimedia learning (pp.217-236). United States of America: IGI Global. 
Scheiter, K., Wiebe, E., & Holsanova, J. (2009). Theoretical and instructional aspects 
of learning with visualizations. In R.Z. Zheng (Ed.), Cognitive effects of multimedia learning (pp.67-88). United States of America: IGI Global. 
Schonotz, W. (2005). An integrated model of text and picture comprehension. In R. E. 
Mayor (Ed.), The cambridge handbook of multimedia learning (pp. 49-69). New York, NY: Cambridge University Press.
Schonotz, W., & Bannert, M. (2003). Construction and interference in learning from 
multiple representation. Learning and Instruction, 13, 141-156.
Song, S. H., & Keller, J.M.(2001). Effectiveness of motivationally adaptive 
	computer-assisted instruction on the dynamic aspects of motivation. Educational Technology Research and Development, 49, 5-22.
Spisak, J. (2015). Multimedia learning stations: facilitating instruction, strengthening 
the research process, building collaborative partnerships. Retrieved May 11, 2017, from http://publisher.abc-clio.com/9781440835186/31
Thornbury, S. (2002). How to teach vocabulary. England: Pearson Education.
Vroom, V. H. (1982). Work and motivation. Florida: Robert E. Krieger Publishing. 
Verhallen, M.J.A.J., & Bus A. G. (2011). Young second language learners’ visual attention to illustrations in story books. Journal of Early Childhood Literacy, 11, 480-500.
Wylie, R., & Chi, M.T.H. (2014). The self-explanation principle in multimedia 
learning. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp.413-432). United States of America, USA: Cambridge University Press.
Yeh, Y., & Wang, C. C. (2003). Effects of multimedia vocabulary annotations and learning styles on vocabulary learning. CALIO Journal, 21, 131-144.