本研究的目的在於瞭解視覺字彙教學對國小學童英語聽力理解及口語表達之影響。研究中探討實驗組在施予視覺字彙教學後，其與實施一般英語教學之控制組在英語聽力理解及口語表達上的差異情形;以及實驗組在實施三個月的視覺字彙教學後與控制組相較，其在英語聽力理解及口語表達方面的變化情形; 本研究亦探討視覺字彙教學對實驗組高、中、低分群學童英語聽力理解及口語表達的影響。

本研究選擇新竹市某所國小二年級學生在聽力理解及口語表達之前測無顯著差異的二個班級為研究對象的實驗組及控制組。此外，實驗組及控制組學生於實驗期間三個月內每隔一個月接受一次聽力理解及口語表達後測，以瞭解實驗組及控制組學生在聽力及口語表現上的變化。前後測結果分別以相依樣本「t 檢定」、獨立樣本「t 檢定」、單因子變異數分析進行分析及討論。

本研究之主要發現概述如下 :
一、視覺字彙教學較一般英語教學更能有效地增進國小二年級學童之英語聽力理解及口語表達。
二、視覺字彙教學雖有助於學童聽力理解的進步，然而，高分群學童在實行初期的一個月，其英語聽力理解有短暫下降現象。實行後期，其英語聽力理解則有逐漸回升之勢。
三、視覺字彙教學對於高、中、低分群學童之英語聽力理解及口語表達的提升成效極為顯著；而對中、低分群之學童，其成效卻又優於對高分群學童之影響。
四、以視覺字彙作為英語教學之輔助，可消弭現今普遍存在於國小學童英語聽力理解及口語表達表現之雙峰情形。

最後，本研究根據以上的研究結論，做了相關的建議為學校、教師教學及未來研究之參考。

The object of the study is to understand the influence of sight words teaching on elementary school pupils’ English listening comprehension and oral expression。The researcher examines the differences between the experimental group and the control group in their English listening comprehension and oral expression after implementing three months of sight words teaching to the experimental group. The periodical changes of both groups, particularly those of the experimental group, in listening comprehension and oral expression during these three months are also observed. Meanwhile, the influence of sight words teaching on the experimental group’s high, intermediate, and low achievers in their listening comprehension and oral expression are explored, too.

The subjects for this study were two 2nd grade classes at a Hsinchu city elementary school, with one being the experimental group and the other the control group. These two groups were purposely selected based on the result that there had been no difference found in their pre-test results of listening comprehension and oral expression performance. During the three months of experiment, both groups were asked to take a post-test in the end of each month of teaching to show their periodical changes in listening comprehension and oral expression. Statistical measures of pair-sample T test, independent-sample T test, and one way ANOVA were employed to analyze the data obtained from the pre-test and the other three post-tests.

The major findings of this study are summarized as follows:

1.For the second-grade pupils, sight words teaching can improve their English listening comprehension and oral expression more efficiently than traditional English teaching.
2.Although sight words teaching can improve pupils’ English listening comprehension,, high achievers in the experimental group are found not to perform so well on the first post-test as they did on the pre-test, however, their English listening comprehension are getting better and better in the following two months. .
3.Although sight words teaching are found effective for all of the high, intermediate, and low achievers in their listening comprehension and oral expression performance, the results show it is more effective for intermediate and low achievers than for higher achievers..
4.Based on the findings of this study, it could be expected that the so- called ‘two-peak phenomenon’ of Taiwan elementary students’ English performance might be gradually eliminated if sight words teaching could be implemented in schools as an auxiliary of English teaching.

Based on these results, suggestions for elementary English teaching and future research are proposed.

一、中文部分

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二、西文部分

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