系統識別號 | U0002-2906201715272600 |
---|---|
DOI | 10.6846/TKU.2017.01052 |
論文名稱(中文) | 圖片輔助單字學習之成效 |
論文名稱(英文) | The effects of learning vocabulary with the assistance of pictures |
第三語言論文名稱 | |
校院名稱 | 淡江大學 |
系所名稱(中文) | 英文學系碩士班 |
系所名稱(英文) | Department of English |
外國學位學校名稱 | |
外國學位學院名稱 | |
外國學位研究所名稱 | |
學年度 | 105 |
學期 | 2 |
出版年 | 106 |
研究生(中文) | 林品瑜 |
研究生(英文) | Pin-Yu Lin |
學號 | 602110511 |
學位類別 | 碩士 |
語言別 | 英文 |
第二語言別 | |
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 |
關鍵字(中) |
單字學習 圖片輔助 |
關鍵字(英) |
vocabulary learning picture |
第三語言關鍵字 | |
學科別分類 | |
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. |
第三語言摘要 | |
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 |
參考文獻 |
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