| Summary: | 碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 102 === This study aimed to explore the effects of English posters on English word recognition for third grade students. A total of 75 third grade students from three intact classes participated in this quasi-experimental study, with one class as the experimental group A having English posters with vocabulary instruction, one as experimental group B having the posters with no vocabulary instruction, and a control group having no posters but vocabulary instruction. Twelve vocabulary words selected for poster displays were environmental prints. The experiment lasted for three weeks with two English posters exhibited on the front and back doors of the classroom. Before and after the experiment, the participants took English vocabulary tests. The data of the pretest and posttest was analyzed by Paired-samples t Test and one-way ANOVA. A questionnaire was administered to the two experimental groups to understand their perceptions toward learning vocabulary through the English posters after the experiment. The results of this study are as follows：1) Third grade students had vocabulary gains when English posters were provided. 2) Students had the most vocabulary gains when English posters were accompanied with vocabulary instruction. 3) The participants gave positive responses toward the English posters and showed their preference for learning English vocabulary from posters. Suggestions based on the findings and conclusions for school administration, English teachers and future studies are provided.
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