在1980年代嶄露頭角的整體語言教學方法（Whole Language Approach）以及在教育研究
中對多模態資源的日益重視，提高了在英語作為外語（EFL）教學中運用繪本作為教材的
廣泛度。這種方法強調真實世界的語言應用，為EFL學習者提供了包括視覺元素等諸多
的感官刺激。此外，繪本對促進孩子們的正向社會行為產生了重大影響，也因此得到了
認可。這些故事提供了向孩子們傳授諸如善良、公平和尊重等基本價值觀的機會。研究
繪本如何增強英語詞彙習得可以為教育工作者提供見解，幫助教師們設計能夠營造積
極學習環境的有吸引力的語言活動。這項研究為邀請兩名幼兒園年齡段的EFL學習者參
與實驗的案例研究，並採用了包括學習單、觀察和與家長的訪談在內的質性研究方法。
本次研究以三個關鍵問題為中心：（1）年幼學習者掌握基本詞彙的程度，（2）這些書對他
們在家中的行為的影響，以及（3）參與者的家長從使用繪本促進幼兒英語詞彙和道德教
育中所觀察到的困難或額外優點。研究結果可以為家長、教育工作者、課程開發者和政
策制定者提供關於將繪本納入語言教學的優勢和有效方法。這項研究有潛力提高臺灣
EFL環境下的英語學習成果，並促進道德教育的發展。
關鍵字：英語作為外語、英語繪本、多模態資源、英語詞彙習得、道德教育

The Whole Language Approach, which gained prominence in the 1980s, and the
increasing emphasis on multimodal resources in educational research have elevated the
utilization of picture books in English as a foreign language (EFL) instruction. This approach
underscores real-world language application, providing EFL learners with a range of sensory
stimuli, including visual elements. Additionally, the substantial impact of picture books on
fostering prosocial behaviors in children has garnered recognition. The stories in
picturebooks offer opportunities to impart essential values such as kindness, fairness, and
respect. Examining how picture books enhance vocabulary acquisition can offer valuable
insights for educators in devising engaging language activities conducive to a positive
learning environment. This research entails a case study involving two kindergarten-aged
EFL learners and employs qualitative methods, including worksheets, observations, and
interviews with parents. It centers on three pivotal inquiries: (1) The extent of young learners'
acquisition of essential vocabulary, (2) The influence of these books on their behavior at
home, and (3) The difficulties or additional benefits that the participants’ parent’s observed
from using picture books to promote kindergarteners' English vocabulary and moral
education. The findings can provide guidance to parents, educators, curriculum developers,
and policymakers regarding the advantages and optimal approaches to incorporating picture
books into language instruction. Ultimately, this research has the potential to enhance English
language learning outcomes and promote moral education within the Taiwanese EFL context.
Key words: English as a Foreign Language (EFL), English picture books, multimodal
resources, English vocabulary acquisition, moral education

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