本研究自第二語言習得觀點，探討將整合語音辨識技術之繪本融入國小平衡閱讀教學，如何促進學生英語字彙習得。目前繪本應用模式傾向採用多媒體情境脈絡，發展學生意符階段的識字能力，提升閱讀理解；而不易支援學生經形音對應、拼讀解碼，促進識字自動化。為延伸現有繪本的應用模式，協助學生在平衡閱讀教學中，能取得意義方法與解碼策略之平衡，本研究考量各學派字彙教學觀點，於行動平台發展iSpeaking繪本應用程式。透過整合基於語音辨識之字母拼讀於繪本中，並輔以結構化代幣回饋，達到資料導向拼讀及反覆發音調適。
　　為探究可行性，研究團隊與教師合作，將iSpeaking融入平衡閱讀教學。研究對象為台灣北部一所國小六年級其中一班的29位學生，並以小組個別協助教學進行分組。本研究採前實驗設計，以字彙試題、態度量表、課間觀察、師生訪談等工具蒐集資料，最後依研究問題，包含學習成效、學習態度、互動模式，及系統功能接受度進行分析討論。
　　研究結果顯示，iSpeaking融入平衡閱讀教學對高低成就學生在聽音拼字、字彙填空、字彙應用方面皆有助益，而低成就者進步幅度具統計顯著提升；在學習態度方面，學生能依據語音辨識整合式回饋反覆調適發音，並投入字母拼讀。教師認同高低成就分組有助於同儕互助，進而成為學生身旁的促助者。學生在繪本情境脈絡支援下，強化語音迴路，習得繪本詞彙，本研究進一步歸納六個實現交互識字教學的成功元素－R.E.C.I.T.E，分別為R：反覆的拼讀練習機會、E：充分時間驗證個別學習困難、C：繪本情境脈絡支援、I：立即發音練習回饋、T：代幣增強制度、E：平等參與及社會化合作。本研究最後提出以下結論：
1.iSpeaking所實現的交互識字模式，能協助學生以情境脈絡作為認知線
索，進而透過字母拼讀強化學生語音迴路，習得字彙及其應用。
2.ASR回饋整合代幣增強能作為CSCL參考指標，提升學生拼讀投入。
3.透過ASR整合式回饋、同儕互助、教師協助三層鷹架，有助於學生字
彙建構，並提升低成就學生之學習效能。
4.學生及合作教師皆認同iSpeaking 可作為正規課程外的字彙補充教材。
　　本研究希望iSpeaking能應用於更廣泛的平衡閱讀教學情境，協助學生透過意義脈絡習得字彙拼讀，並提升字彙量，達到科技輔助語言學習之目的。

This study analyzed teaching advantages of integrating picture books into balanced reading instruction in terms of second language acquisition (SLA). Current picture books could support learners to acquire new words by context cues in the logoagraphic phase, but were unable to assist learners in acquiring new words by phonics in the alphabetic phase. This study considered different perspective of vocabualary learning strategies, and developed an ASR-based e-picture book on the iOS platform to enhance current picture books.
Furthermore, in order to verify its feasibility and usability, we cooperated with an English teacher and integrated the developed app, iSpeaking, into the balanced reading instruction to conduct field experiments. One class of 29 sixth grade learners in a certain elementary school of northern Taiwan participated in this study. Learners adopted the iSpeaking app as learning media under the English teacher’s instruction and were grouped by team-assisted individualization (TAI). Learners’ learning performance, attitude and interaction processes were collected and analyzed.
The research findings showed that integrating iSpeaking app into balanced reading instruction could improve heterogeneous learners’ vocabulary dictation, retention and applications, especially for underachievers. In addition, adopting the iSpeaking app as learning media had positive impacts on learning motivation. Learners engaged in adapting their pronunciations according to ASR feedbacks, which integrate token reinforcement. Teacher also agreed that adopting TAI model could convert her role to become a facilitator beside learners.
In contrast to traditional picture books, the iSpeaking app could help learners acquire vocabulary through the enhancement of phonological loop under context cues. This study points out six success elements of teaching and learning vocabulary through picture books - R.E.C.I.T.E.
R: Repetitive phonics learning opportunities.
E: Enough time to verify individual learning difficulties.
C: Context cues of picture books.
I: Immediate pronunciations feedbacks.
T: Token reinforcement mechanism.
E: Equal participation and socialized collaboration.
Based on the data collection and analysis, this study reaches the following conclusions:
1.The interactive word learning model reached by iSpeaking app can assist learners in adopting contexts as cognitive cues, and reciting vocabulary through phonics based on context cues.
2.The ASR feedbacks integrated the structure token could be regarded as referential indexes of CSCL and promote members to optimize their pronunciations repetitively.
3.The feedbacks of ASR, peer-to-peer instruction and teacher’s assistance could build up a three-tier scaffolding to help learners learn efficiently.
4.Both teacher and learners agreed that iSpeaking app could be used as supplementary materials for teaching vocabulary.
We hope that the iSpeaking app will be applied in more extensive learning contexts to assist teachers in constructing low-anxiety and joyful learning environments, and improve leaners’ vocabulary learning strategies by enhancing their phonological loop under the support of context cues.

中文摘要 I
英文摘要 II
誌謝 IV
目錄 V
圖目錄 VIII
表目錄 X
第一章 緒論 1
1.1 前言 1
1.2 研究背景 2
1.3 研究動機 3
1.4 研究目的 4
1.5 研究問題 5
1.6 重要名詞解釋 5
1.7 研究範圍及限制 6
1.8 研究內容架構 7
第二章 文獻探討 8
2.1 科技輔助語言學習：從 CALL至 MALL 9
2.2 字彙教學不同觀點 12
2.3 繪本的定義、型態、英語教學應用 18
2.4 代幣制度教學探討 35
2.5 合作學習教學探討 42
第三章 研究方法 51
3.1 研究架構 51
3.2 研究情境 53
3.3 研究對象 53
3.4 研究流程 54
3.5 研究設計 56
3.6 教學處理 57
3.7 研究工具 62
3.8 資料分析方式 63
第四章 系統設計與實作 65
4.1 iSpeaking之繪本應用開發 65
4.2 iSpeaking之語音辨識機制 69
4.3 iSpeaking架構及功能說明 74
第五章 資料分析與討論 86
5.1 實驗對象背景分析 86
5.2 iSpeaking學習成效分析 90
5.3 iSpeaking學習態度影響 95
5.4 iSpeaking學習策略分析 101
5.5 iSpeaking協助教師實現適性化教學 106
5.6 iSpeaking介面與各功能感受 111
5.7 討論 117
第六章 研究結論與建議 119
6.1 結論 120
6.2 研究建議 123
6.3 未來展望 124
參考文獻 126
英文部分 126
中文部分 134

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李錫津（民79）。合作學習的應用。教師天地，47，48-54。
何三本（民84）。幼兒故事學。台北市：五南。
余文玲（民98）。運用平衡閱讀教學於符合教育部課後扶助攜手計畫之國小學童英語補救教學行動研究。國立屏東教育大學教育科技研究所碩士論文，未出版，屏東。
吳歆嬫（民96）。國小英語字彙量問題。國教之友，59 (3)，47-53。
林姿綺（民100）。英語繪本應用於國小二年級字母拼讀教學之研究。朝陽科技大學幼兒保育系碩士班碩士論文，未出版，台中。
林宜蓉（民97）。多媒體電子書對英語學習者閱讀態度的影響。國立臺灣師範大學英語學系在職進修碩士班碩士論文，未出版，台北。
林語蓁（民100）。圖畫書融入閱讀教學對幼兒閱讀動機及識字能力成效之研究。國立臺北護理健康大學嬰幼兒保育系碩士論文，未出版，台北。
洪錦蓮（民72）。中國人學習英文冠詞困難之分析研究。國立台灣師範大學英語學研究所碩士論文，未出版，台北。
洪文瓊（民86）。電子童書小論叢。台東市：東師院語教系。
洪美珍（民89）。電子童書閱聽型態及其對兒童閱讀影響之硏究。國立台東師範學院兒童文學硏究所碩士論文，未出版，台東。
侯明秀（民93）。無字圖畫書的圖像表現力及其敘事藝術之研究。國立台東大學兒童文學研究所碩士論文，未出版，台東。
徐進文（民99）。為學生打下堅實的英語文根基：聽說讀寫並進。崇德國小九十九學年度研究方案。線上檢索日期：2013年2月20日，取自：http://www.tdp.ks.edu.tw/99curriculum/7/7-6.doc
張春興（民83）。教育心理學：三化取向的理論與實踐。台北市：東華。
張容瑋（民98）。台灣國小學童在英語紙本繪本與電子繪本教學的閱讀理解與故事重述之比較。國立屏東教育大學英語學系研究所碩士論文，未出版，屏東市。
張武昌（民95）。台灣的英語教育：現況與省思。教育資料與研究雙月刊，69，129-144。
張聖山（民101）。繪本教學對提升國小五年級學生多元文化素養之研究。教育研究論壇，4 (1)，355-378。
許天威（民79）。行為改變之理論與應用。高雄：復文。
許淑燕（民93）。電子繪本融入兒童英語合作閱讀上之研究。國立嘉義大學教育科技研究所碩士論文，未出版，嘉義。
教育部（民93）。國民中小學英語教學向下延伸至三年級之課程綱要。台北：教育部。線上檢索日期：2013年2月14日，取自：http://teach.eje.edu.tw/9CC/detail.php?Item=&ID=3084
陳培真（民90）。The Audiolingual Method (ALM) 聽說教學法。教育部數位教學資源網。線上檢索日期：2013年3月18日，取自：http://content.edu.tw/senior/english/tp_tt/teachmethod/audiolingualmethod.htm
陳意爭（民97）。圖畫與文字的邂逅-圖畫書中的圖文關係探索。台北市：秀威。
陳嘉陽（民99）。教育慨論。台中市：教甄策略研究中心。
陳錦芬（民98）。探討電腦英語教學課程提升臺北市國小中低年級低成就學童的字母認讀與音韻覺識能力之效能。臺北市政府教育局委託專案研究報告。
陳曉萱、陳璧清（民101）。運用平衡閱讀教學活動於英文電子繪本閱讀對英語學習者的字彙能力及閱讀理解影響之研究。長榮大學學報，15 (2)，49-75。
孫春在、林珊如（2007）。網路合作學習：數位時代的互動學習環境-敎學與評量。台北市：心理。
黃世鈺（民90）。代幣制度與虧損反應的內涵與策略及其在特殊幼兒行為輔導上的應用。國民教育研究學報，7，43-65。
黃羨文（民86）。紙本書與電子書之比較。台北市：漢美圖書出版社。
黃永文（民85）。一個支援三維電子故事書的描述語言及播放系統設計與製作。國立交通大學資訊工程研究所碩士論文，未出版，新竹。
黃政傑、林佩璇（民97）。合作學習。台北市，五南。
黃聖慧（民96）。把「背單字」變成一件有趣又有成就感的事。龍騰期刊－英文新天地，16，4-12。
黃麗紅（民101）。英文電子繪本融入國中英語課程之行動研究。國立中正大學教育學研究所碩士論文，未出版，嘉義。
曾愛玲（民93）。繪本演奏-資訊科技融入語文領域聽說讀寫之綜合運用-以國小二年級製作電子繪本為例。國立新竹教育大學語文教學研究所碩士論文，未出版，新竹。
楊玉鳳（民97）。不當的兒童合作學習有哪些負面效應。線上檢索日期：2014年10月15日，取自：http://se.risechina.org/zqkj/etfz/200807/949_2.html
楊承螢（民103）。英語電子繪本閱讀討論教學對國小五年級學生英語閱讀動機及閱讀能力影響之行動研究。國立台南大學教育學系課程與教學在職專班碩士論文，未出版，台南。
楊叔卿（民82）。兒童圖畫書之探討。教育研究雙月刊，33，65-72。
楊懿麗（民95）。國內各級英語教學的詞彙量問題。國立編譯館館刊，34 (3)，35-44。
葉千芸（民94）。以繪本進行國小二年級英語教學之實驗研究。大葉大學教育專業發展研究所碩士論文，未出版，彰化。
葉重新（民100）。教育心理學。台北市，心理。
廖美玲（民88）。如何利用兒童故事書來教英語。載於陳秋蘭（主編），嶄新而實用的英語教學：國小國中英語教學指引（204-228）。台北市：敦煌。
鄧佩縈（民98）。閱讀策略結合英語電子繪本教學對台灣國小六年級學童閱讀理解之影響。國立彰化師範大學兒童英語研究所碩士論文，未出版，彰化。
劉春榮（民73）。代幣制度對國小兒童適應行為、班級氣氛及學業成績之成效研究。國立台灣師範大學輔導研究所碩士論文，未出版，台北。
劉英茂（民67）。文句脈絡對於詞義學習的影響。中華心理學刊，20 (1)，29-37。
劉志峰（民94）。電子繪本教學對國小學生英語認字表現、字彙線索運用與繪本學習態度之影響。國立新竹教育大學教育研究所碩士論文，未出版，新竹。
黎學智（民83）。英文字彙邏輯記憶法。台北市，笛藤。
謝相如（民94）。國小英語教師對識字技巧教學之瞭解與課堂實施之研究。國立台北教育大學兒童英語教育研究所碩士論文，未出版，台北。
蔡依儒（民98）。電子繪本教學對國小英語補救教學學生認字表現之成效。國立政治大學英語教學碩士在職專班碩士論文，未出版，台北。
鍾宜臻（民102）。電子繪本對國中學生英語廣泛閱讀學習成效影響之研究。國立臺北科技大學技術及職業教育研究所碩士論文，未出版，台北。
顏佩如、游自達、洪如娟、李致菁（民97）。國小英語繪本教學之探討。第十九屆課程與教學論壇－E世代教學專業與研究國際學術研討會。台中。
薛惠月（民96）。國小學生繪本閱讀教學與英語學習動機之相關研究。國立高雄師範大學英語學研究所碩士論文，未出版，高雄。
羅婷以（民95）。西洋圖畫書中的女巫形象研究。國立台東大學兒童文學研究所碩士論文，未出版，台東。