英語在多數國家中是重要的第二外語，國際間的交流互動，也頻繁地使用英語為溝通橋梁，而英語學習奠基於字彙，從字彙發展成句子、段落，因此字彙成為英語學習的重要課題。本論文結合字彙學習策略的有效性、自製圖像的學習方式、學習社群資源分享模式，於行動裝置上建置自製意像策略系統，讓學習者根據自己認知繪製意像，降低市售圖卡的不適性，探討使用繪圖式字彙學習策略與學習社群對於字彙學習成效與動機上是否有所影響。本論文以國小六年級學童為研究對象，分為三組，並利用前測、後測、短期與長期學習保留試卷，檢測三組在學習成效上是否有所差別；並進一步透過學習動機問卷，了解三組不同的操作方式，是否影響其學習動機。根據本論文研究結果，發現採用繪圖式字彙學習策略的繪圖組與分享組，學習成效上皆優於看圖組，且看圖組學習保留效果明顯低於採用繪圖式字彙學習策略的組別，另外從一個月後的測驗結果中可看出，學習社群的模式能促進長期學習保留；從學習動機問卷結果分析發現繪圖組學習動機明顯優於另外兩組。綜合以上所述，採用繪圖式字彙學習策略，除了提升字彙學習的動機，增添學習時的樂趣外，還能加強學習成效，促進學習保留效果。

Vocabulary abilities are the fundamental ability of English reading, writing and listening comprehensions. This study proposed a picture-based English vocabulary learning strategy for elementary school students to learn English vocabularies in classroom. After teachers introducing a whole new vocabulary, students need to draw a picture for illustrating the vocabulary by them self on mobile devices or pads. A personalized pictorial dictionary then supported students to review the vocabularies like the flash-cards which they learned and painted. Meanwhile, students may share their pictures to peers online for enhancing their drawing motivation. This study focused on the issues of the influence of learning achievement and motivation by drawing and sharing the vocabularies. 76 sixth grades elementary students joined the experiments and were divided into three groups (reading flash cards, drawing flash cards, and drawing-sharing flash cards). The results of pretest, posttest, short-term and long-term learning retention were also analyzed for understanding the influence of learning achievement. The learning motivation was discussed by analyzing the questionnaires at the end of this study. The results illustrated that the learning achievement of drawing and sharing flash cards are better than reading flash card only. Otherwise the long-term retention of sharing group is better than others. According to the results, the learning motivation of drawing group is higher than sharing and reading groups. Therefore, learning English by drawing-based vocabulary learning strategy facilitate the learning motivation and learning achievement.

Asher, J. J. (1972). Children's First Language as a Model for Second Language Learning. The Modern Language Journal, 56(3), 133-139.
BAŞOĞLU, E. B., & AKDEMİR, O. m. r. (2010). A comparison of undergraduate students’ english vocabulary learning: using mobile phones and flash cards. TOJET: The Turkish Online Journal of Educational Technology, volume 9(Issue 3).
Cai, S., & Zhu, W. (2012). The Impact of an Online Learning Community Project on University Chinese as a Foreign Language Students’ Motivation. Foreign Language Annals, 45(3), 307-329.
Chen, C.-M., & Chung, C.-J. (2008). Personalized mobile English vocabulary learning system based on item response theory and learning memory cycle. Computers & Education, 51(2), 624-645.
Dewey, J. (1959). The child and the curriculum: University of Chicago Press.
Ebbinghaus, H. (1913). Memory: A contribution to experimental psychology: Teachers college, Columbia university.
Gamnes, V. (2013). FootCal, from https://itunes.apple.com/jp/app/footcal/id727309136?mt=8
http://thegreetingcardguy.com/. 2013, from http://thegreetingcardguy.com/how-to/
Huang, Y.-M., Huang, Y.-M., Huang, S.-H., & Lin, Y.-T. (2012). A ubiquitous English vocabulary learning system: Evidence of active/passive attitudes vs. usefulness/ease-of-use. Computers & Education, 58(1), 273-282.
Keller, J. M. (1983). Motivational design of instruction. Instructional design theories and models: An overview of their current status, 1, 383-434.
Kim, D., & Gilman, D. A. (2008). Effects of text, audio, and graphic aids in multimedia instruction for vocabulary learning. Educational Technology & Society, 11(3), 114-126.
Kramsch, C. J. (1979). Word watching: Learning vocabulary becomes a hobby. Foreign Language Annals, 12(2), 153-158.
Lan, Y.-J., Sung, Y.-T., & Chang, K.-E. (2009). Let us read together: Development and evaluation of a computer-assisted reciprocal early English reading system. Computers & Education, 53(4), 1188-1198. doi: 10.1016/j.compedu.2009.06.002
leiafruit. 2013, from http://www.leiafruit.com/en.html#!/meyve
Levie, W. H. (1987). Research on pictures: A guide to the literature. The psychology of illustration, 1, 1-50.
Likert, R. (1932). A technique for the measurement of attitudes. Archives of psychology.
Liu, T.-Y., & Chu, Y.-L. (2010). Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation. Computers & Education, 55(2), 630-643. doi: 10.1016/j.compedu.2010.02.023
McMillan, D. W., & Chavis, D. M. (1986). Sense of community: A definition and theory. Journal of community psychology, 14(1), 6-23.
Mike841125. (2008). 維基百科: 位於臺東縣池上鄉的7-ELEVEn東馳門市, 2013s, from http://zh.wikipedia.org/wiki/File:A_7-ELEVEn_in_Chihshang.JPG
Morgan, B. (1982). Look here! Visual Aids in Language Teaching. Essential Language Teaching Series: London: Macmillan Press.
Nicholson, T. (1998). The flashcard strikes back. The Reading Teacher, 52, 188-192.
Oxford, R. L. (1990). Language learning Strategies: What Every Teacher Should Know: Heinle & Heinle Publishers.
Paivio, A. (1991). Dual coding theory: Retrospect and current status. Canadian Journal of Psychology/Revue canadienne de psychologie, 45(3), 255.
Pally, R. (1997). I: How brain development is shaped by genetic and environmental factors. The International Journal of Psychoanalysis.
Petersen, S. A., Divitini, M., & Chabert, G. (2008). Identity, sense of community and connectedness in a community of mobile language learners. ReCALL, 20(03), 361-379.
Ratelle, C. F., Guay, F., Larose, S., & Senécal, C. (2004). Family correlates of trajectories of academic motivation during a school transition: A semiparametric group-based approach. Journal of educational Psychology, 96(4), 743-754.
Rupp, R. (1998). Committed to memory: How we remember and why we forget: Crown.
Schmitt, N. (2000). Vocabulary in Language Teaching: Cambridge University Press.
Wright, A. (1989). Pictures for Language Learning. NY: Cambridge University Press.
Wright, A. (1994). 1000+ pictures for teachers to copy: Nelson.
Zentena, M., Sotoudeh, S., Holland, M., & Lotherington, H. (2008). Project-Based Community Language Learning: Three Narratives of Multilingual Story-telling in Early Childhood Education. Canadian Modern Language Review/ La Revue canadienne des langues vivantes, 65(1), 125-145. doi: 10.3138/cmlr.65.1.125
吳慧姿. (2002). 探討圖像融入 STS 教學對國小高年級學童圖像資訊應用能力之影響研究. 國立臺北教育大學數理教育研究所學位論文, 未出版.
林秀芳. (2012). 視覺藝術結合英語教學對國小學童學習興趣之影響－以視覺圖像卡為例. Paper presented at the 國立新竹教育大學藝術教育與設計學系藝術教育與創作碩士班研究生論文研討會.
施玉惠, 周中天, 陳淑嬌, 朱惠美, 陳純音, & 葉錫南. (2000). 國民中小學英語教學及評量模式研究. 臺北市: 教育部.
教育部. (2008). 國民中小學九年一貫課程綱要語文學習領域. 台北: 教育部.
許峻豪. (2002). 圖像式刺激與語文訊息的幽默理解歷程. 中原大學心理學系碩士論文, 未出版.
鹿港紀念商品舖. (鹿港傳統手工扇), 2013, from http://tw.page.bid.yahoo.com/tw/auction/1249484155?u=Y8836609301
賴世雄. (2005). 畫說國小1200單字辭典. 台灣: 常春藤.