本研究旨在探討朗讀故事搭配以中文或英文提供字彙教學對國小學童學習字彙之影響。研究問題包含:一、中文教學組在認識字彙測驗的表現會不同於英文教學組嗎? 二、中文教學組與英語教學組在應用字彙測驗的表現上有差異嗎? 三、在認識字彙及應用字彙學習上，以中文或英文提供字彙教學對不同英文程度的學童有不同影響嗎? 本研究對象為台北縣某國小四班五年級的學童，共有一百位，隨機分配，其中兩班為中文教學組，另兩班為英文教學組。根據學童們上一學期期末考的英文成績，每一組又分為英文程度較高及英文程度較低兩小組。兩組學童聽相同的四個故事，但在中文字彙組，研究者以中文進行字彙教學，在英文教學組則是用全英文進行字彙教學。研究時間共為期五個星期，第一個星期學童接受認知字彙的前測，之後的四個星期進行朗讀故事搭配字彙教學。每一個星期，研究者朗讀一個故事三遍，並搭配以中文或英文提供字彙教學。每聽完一個故事，學童先接受應用字彙的測驗再接受認知字彙的後測。結果發現中文教學組和英文教學組在學習字彙的表現有顯著的差異；中文教學組在認識字彙後測的表現優於英文教學組，而英文教學組在應用字彙後測的表現則優於中文教學組。另外，不論在中文教學組或英文教學組，原本英文程度較高的學童表現皆優於原本英文程度較低的學童。同時，不論在認識字彙及應用字彙的學習上，原本英文程度較高的學童表現也優於原本英文程度較低的學童。此外，在應用字彙的學習上，以中文或英文提供字彙教學與學童英文程度的高低有顯著的交互作用。上述的研究結果顯示，以中文進行字彙教學對於增進學童的認識字彙較有助益；另一方面，以英文提供字彙教學則對學習應用字彙較有顯著效果。相較於原本英文程度較低的學童，以英文提供字彙教學，對原本英文程度較高的學童學習應用字彙的幫助較大。

The present study investigated the effect of repeated story reading with word instruction in L1 or L2 on EFL children’s vocabulary learning. Three research questions were addressed: first, will children receiving word instruction in L1 perform differently from children in receiving word instruction in L2 on the receptive vocabulary posttest? Second, will children in receiving word instruction in L1 perform differently from children receiving word instruction in L2 on the productive vocabulary test? Third, will children with different proficiency levels benefit differentially from their treatments in terms of their receptive and productive vocabulary learning? Four classes of fifth-grade children (approximately 100 children) participated in the study, and two classes were randomly assigned to L1 Word Instruction Group, and the other two classes were assigned to L2 Word Instruction Group. Children in L1 Word Instruction Group listened to stories repeatedly with L1 word instruction, while children in L2 Word Instruction Group listened to stories repeatedly with L2 word instruction. Based on the mean scores of English final examination in the last semester, participants in each group were further divided into the higher proficiency subgroup and the lower proficiency subgroup. One week before the treatments, a multiple-choice vocabulary test was administered to assess participants’ receptive vocabulary knowledge of target words. There were four reading sessions in four weeks and each reading session lasted for thirty minutes in a week. In each learning session, the participants listened to the one story three times and received word instruction in L1 or L2 twice. At the end of each reading session, the participants took a productive vocabulary test and then a receptive vocabulary posttest. Results showed that L1 Word Instruction Group performed significantly better on the receptive vocabulary posttest than L2 Word Instruction Group. And L2 Word Instruction Group performed significantly better on the productive vocabulary test than L1 Word Instruction Group. Moreover, children’ initial proficiency levels differentially affected their word leaning. Whether L1 or L2 used for word instruction, higher proficiency children gained more novel vocabulary than lower proficiency children. In addition, there was a significant interaction effect between different proficiency levels and languages for word instruction on productive vocabulary learning. The higher proficiency children benefited more from L2 word instruction on productive vocabulary learning than lower proficiency children. This study highlighted that languages used for word instruction played an important role on vocabulary learning, respectively in terms of receptive and productive vocabulary.

ACKNOWLEDGEMENTS iii
Table of Contents iv
List of Tables vii
Chinese Abstract viii
English Abstract ix
CHAPTER ONE INTRODUCTION 1
1.1 Background and Motivation 1
1.2 Purposes of the Study 7
1.3 Research Questions 8
1.4 Significance of the Study 8
CHAPTER TWO LITERATURE REVIEW 10
2.1 Vocabulary Acquisition 10
2.1.1 The importance of vocabulary knowledge 10
2.1.2 Dimensions of vocabulary knowledge 11
2.1.3 Modes for vocabulary acquisition 12
2.2 Listening to Stories 13
2.2.1 Story reading aloud versus storytelling 14
2.2.2 Vocabulary acquisition from listening to stories 14
2.3 Variables that Influence Vocabulary Acquisition from Listening to Stories 21
2.3.1 Frequency of exposure to unfamiliar words 21
2.3.2 Learners’ initial proficiency levels 24
2.3.3 Word instruction 29
2.3.4 The use of the first language or the target language as a medium of instruction 38
CHAPTER THREE METHODOLOGY 44
3.1 Study Design 44
3.2 Participants 46
3.3 Materials 47
3.3.1 Selection of reading materials 47
3.3.2 Selection of target words 48
3.3.3 Vocabulary pretest and posttests 49
3.3.3.1 Receptive vocabulary pretest 49
3.3.3.2 Receptive vocabulary posttest 50
3.3.3.3 Productive vocabulary posttest 50
3.3.4 Story comprehension questions 52
3.4 Research Procedure 55
3.5 Data Analysis 57
CHAPTER FOUR RESULTS AND DISCUSSION 57
4.1 Participants’ Performance on the Receptive Vocabulary Posttest 57
4.2 Participants’ Performance on the Productive Vocabulary Posttest 59
4.3 The Effect of Languages Used for Word Instruction on Story Comprehension 61
4.4 Discussion 62
4.4.1 The effect of languages for word instruction on vocabulary learning 62
4.4.2 The effect of different proficiency levels and different languages for word instruction on vocabulary learning 64
CHAPTER FIVE CONCLUSION AND IMPLICATIONS 66
5.1 Major Findings 66
5.2 Pedagogical Implications 68
5.3 Limitations and Suggestions for Future Studies 69
REFERENCES 71
Appendix A 78
Appendix B 79
Appendix C 83
Appendix D 87
Appendix E 88
Appendix F 89
Appendix G 92
Appendix H 93

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