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系統識別號 U0002-2906201715272600
中文論文名稱 圖片輔助單字學習之成效
英文論文名稱 The effects of learning vocabulary with the assistance of pictures
校院名稱 淡江大學
系所名稱(中) 英文學系碩士班
系所名稱(英) Department of English
學年度 105
學期 2
出版年 106
研究生中文姓名 林品瑜
研究生英文姓名 Pin-Yu Lin
學號 602110511
學位類別 碩士
語文別 英文
口試日期 2017-06-15
論文頁數 86頁
口試委員 指導教授-王藹玲
委員-蔡麗娟
委員-林怡弟
中文關鍵字 單字學習  圖片輔助 
英文關鍵字 vocabulary learning  picture 
學科別分類 學科別人文學語言文學
中文摘要 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。
英文摘要 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.
論文目次 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

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