| Summary: | 碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 100 === Vocabulary learning has been perceived as a core element of language learning, and vocabulary size plays a crucial role differentiating learners' diversified proficiency levels. This study used story books to explore the effects of two types of post-reading word instruction on word learning: word instruction in context--- the written context- based exercises, and word instruction in visual clue---the visual context- based exercises as the control group.
Six intact classes of fifth graders at an elementary school in New Taipei city participated in this study. A pre-and posttest design was chosen to evaluate the effects. The findings indicated that both instruction benefited vocabulary learning with statistically significant differences, but there was no significant differences between the control group and the experimental group in terms of their vocabulary gains. However, students in the written context-based group performed significantly better on the productive part of the posttest. High and low English achievers in the control and experimental groups were also compared and no significant difference was found. The implication is that for beginning EFL learners, the hints of meaning inferring offered by written context can only be acquired when learners possess abundant vocabulary knowledge not just in meaning and form, but also in syntax and overall language knowledge. For most EFL beginning learners, visual context serves as a direct and efficient learning input, which echoes with the dual coding theory claiming that combination of image and verbal encoding facilitate learning more effectively and efficiently.
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