| Summary: | 碩士 === 國立臺中教育大學 === 語文教育學系碩博士班 === 103 === The purpose of this thesis was to investigate the effects of visualization method for vocabulary teaching on third-grade elementary students’ interests and efficiency in word recognition learning. This study, adopting the single-subject withdrawal design as a research methodology, took four third-graders who participated in a remedial class in an elementary school in Changhua County as the research object. The participants took an 8-week experimental course that meets 2 classes per week, for a total of 16 classes.
The data were collected at three stages: baseline, intervention, and maintenance. In the baseline period, a word recognition pretest and the Chinese Character Recognition Test were given to the participants to assess their literacy level. During the intervention period, the method of visualization was used for vocabulary instruction. Exams such as Mandarin Dictation, Chinese Character Recognition, Sentence-making, and Word Choice in Context were given to the participants following the instruction to evaluate the effectiveness of learning. In the phase of maintenance, the participants were assessed in maintenance of word recognition two weeks after the intervention, and a visual analysis was conducted using all the data collected.
In addition, the Student Interest Survey and the Teacher Reflection and Classroom Observation Sheet provided sources of qualitative data, which were analyzed to further understand the students’ learning interests and learning outcomes of the word recognition instruction.
The major findings of this research were concluded as follows:
1. Visualizing vocabulary as a teaching method helped enhance the word recognition performance of the students in the remedial class instantly, and was effective in word recognition retention;
2. Visualizing vocabulary as a teaching method helped enhance the participants’ performance on the tests provided, among which they performed better on tests of Mandarin Dictation and Sentence-making;
3. Visualizing vocabulary as a teaching method demonstrated effectiveness in retaining word recognition on the test of Sentence-making taken by the participants; and
4. Data analysis of the Student Interest Survey and the Classroom Observation revealed that visualizing vocabulary can trigger students’ interest.
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