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| Title: | 透過畫圖教單字:一個個案研究
Teaching Vocabulary through Drawing: A Case Study |
| Authors: | 黃惠真
Huang，Hui-chen |
| Contributors: | 楊懿麗
Yang，I-li
黃惠真
Huang，Hui-chen |
| Keywords: | 單字學習
畫圖
vocabulary learning
drawing |
| Date: | 2003 |
| Issue Date: | 2009-09-17 16:33:20 (UTC+8) |
| Abstract: | 本研究旨在探討字彙教學透過畫圖是否對字彙學習記憶方面有顯著效益。本實驗對象為八十九位桃園縣立平鎮高中高一兩班的新生，該兩班受試者經過全民英檢初級測試後證實幾乎具有相同英文能力，因此將其中一班視為實驗組，另一班則為控制組。兩組受試者接受三課的字彙教學以及一課單字自學。實驗組接受傳統字彙教學法，且須依照字彙的意義或字彙所形成之句子的意義來畫出一個圖。而控制組則只接受傳統字彙教學法。接受字彙教學後，兩組分別進行四次立即字彙測驗，四次延宕字彙測驗，以及第一次段考中的字彙測驗。最後，九位實驗組的受試者並接受訪談，從訪談中，調查他們對於此次實驗教學的滿意度。所有實驗階段所得的資料再由研究者進行質與量的分析。
研究發現，實驗組在所有的字彙測驗中都比控制組表現的好。此外，兩組之間大部分字彙測驗的結果均達顯著的差異。大部分受試者亦表示畫圖對於學習字彙的確有幫助。這些結果證實學習者透過畫圖可以幫助自己將字彙記得更深刻且更久，學習者可盡量利用畫圖記憶更多的字彙來增強英文能力。因此，本研究建議英文老師可在課堂上對學生介紹如何運用畫圖來改善字彙的學習與記憶。
The purpose of the study was to explore the effectiveness of drawing on vocabulary learning. In addition, the students’ responses to the study were also discussed. Eighty-nine Taiwan students were selected from Ping-jeng senior high school in Taoyuan County. The subjects were further divided into two groups—the experimental group and the control group—of almost the same English proficiency level. The experimental group received the traditional vocabulary instruction plus drawing according to the meaning of the words or the sentences the words occur in, while the control group received the traditional vocabulary instruction only. Four immediate word quizzes, four delayed word quizzes, and the vocabulary section in the first periodical exam served as post tests. Finally, the instructor interviewed nine students from the experimental group to examine their responses to the study. The data collected in the experimental period were analyzed through both qualitative and quantitative methods.
The results show that the experimental group performed better than the control group on all the post tests. Moreover, most students interviewed took positive attitude toward the study. In other words, the results provide empirical evidence that drawing indeed has positive effects on vocabulary learning. Students can utilize drawing to memorize as much vocabulary as possible to strengthen their English proficiency. Thus, English teachers are encouraged to introduce drawing to students in class in order to facilitate the learners’ vocabulary learning. |
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| Description: | 碩士
國立政治大學
英國語文學系英語教學碩士在職專班
90951011
92 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0090951011 |
| Data Type: | thesis |
| Appears in Collections: | [英國語文學系] 學位論文
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