杜正治楊雪蕙Hsueh-Hui Yang2019-08-282009-9-122019-08-282009http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0596091211%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/91670本研究旨在探討字母拼讀法和多媒體圖像記憶法教學對國中資源班學生英語字彙學習成效。研究對象為三名國中資源班學生，採單一受試實驗設計中的交替處理，自變項為字母拼讀法教學及多媒體圖像記憶法教學，依變項為英語字彙「聽力」、「認字」、「拼寫」和「整體」之學習成效、保留成效，實驗教學共計四週十二節課。 研究結果顯示兩種教學法的學習成效並沒有明顯差異，但多媒體圖像記憶法在「聽力」和「認字」之保留成效較佳。最後提出教學及未來建議，供教師及未來研究者參考。The purpose of this study was to explore and compare effects of phonics and multi-media pictorial mnemonics on English vocabulary learning by three junior high school students in resource classroom. The methodology was alternating treatment design of single subject research. The independent variables were phonics and multi-media pictorial mnemonics, whereas dependent variables consisted of English vocabulary learning and retention effects of listening, recognition, spelling, and the whole test. The experimental teaching involved 12 sessions which lasted for 4 weeks. The results of this study indicated that the learning effect was not obvious. However the retention effects of multi-media pictorial mnemonics on listening and recognition were better than those of phonics. Based upon the results of this study, further discussion was addressed and suggestions for classroom teaching as well as future studies were proposed.字母拼讀法多媒體圖像記憶法資源班英語字彙單一受試phonicsmulti-media pictorial mnemonicsresource classroomEnglish vocabularysingle subject research