論文內容摘要
　　本研究旨在探討朗讀英語單字對國小低成就生英語學習之效益。此外，本研究亦探討低成就生對「同儕協助」與「老師個別指導」兩種不同朗讀英語單字方式之反應
與喜好，以及低成就生在實驗前後對朗讀英語單字是否有不同的看法。
　　本研究以31 位來自高雄縣一所國小六年級英文低成就生為研究對象，他們分別來自8 個不同的班級。本研究分為實驗前期、實驗期和實驗後期。在實驗前期，這31 位學生的上課內容與方式一樣。在實驗前期結束時，這31 位學生接受測驗並填寫一份有關英語單字學習態度的問卷。在實驗期期間，這31 位學生被分為兩組實力相當的實驗組和控制組。實驗組於每次上課時先進行老師帶領全班朗讀英語單字三遍。為確認每位實驗組的學生都有參與全班英語單字朗讀練習，每位實驗組學生的旁邊都
有一位英語高成就生，協助老師隨時提醒他們要參與練習並提供及時的幫助。接著，進行「老師個別指導朗讀單字」的活動。與此同時，其他尚未接受老師個別指導的學生，則先進行「同儕協助朗讀單字」的活動。控制組在每節上課時亦會進行老師帶領全班朗讀英語單字的練習，只是控制組的學生沒有同儕協助者的幫忙。此外，控制組亦沒有進行「老師個別指導朗讀單字」與「同儕協助朗讀單字」的活動。實驗為期6週。最後這31 位學生於實驗後期進行測驗並填寫一份有關英語單字學習態度的問卷。
本研究的結果摘要如下：
1. 實驗組的學生在接受為期6 週的英語單字朗讀練習後，英語學習有顯著的進步，包含聽說及句子理解能力。
2. 沒有接受英語單字朗讀練習的控制組學生，英語學習沒有任何顯著的進步，相反地，其口語能力反而退步。
3. 大多數低成就生對同儕協助與老師個別指導的朗讀英語單字活動，皆有正向回應，但喜愛「同儕協助朗讀單字」的人多於「老師個別指導朗讀單字」。
4. 大多數的低成就生在實驗前並不喜歡朗讀英語單字，並認為朗讀英語單字對他們的英語學習不會有助益。實驗後，雖然喜愛朗讀英語單字的人並沒有增加，不過
對朗讀英語單字持負面態度的人，明顯減少。
最後，本研究依據實驗結果，對英語教學、英語學習以及未來研究方向，提出一些具體建言。

ABSTRACT
　This study investigates the effects of reading vocabulary aloud on the English learning of EFL elementary school low achievers. In addition, low achievers’perceptions toward peer-tutored read-aloud of vocabulary and individual teacher-guided read-aloud of vocabulary are explored, respectively, as well as their preference between these two modes of reading vocabulary aloud. Low achievers’opinions toward reading vocabulary aloud before and after the treatment are also examined to see any changes in their opinions toward reading vocabulary aloud.
　Thirty-one six-graders from Chung-Cheng Elementary School in Kaohsiung County participated in this study. During the pre-treatment phase, all these 31 students were taught by the same teacher with the same teaching materials and procedures. At the end of this phase, a pre-treatment test and a questionnaire on the attitudes toward English vocabulary learning were administered to them. During the treatment implementation phase, these 31 students were divided into two groups: the experimental group and the control group. The experimental group received the treatment, whereas the control group did not. The treatment lasted for 6 weeks and consisted of three phases: the whole class choral reading of vocabulary after the teacher, the individuals read the new words under the guidance of the teachers, and the individuals read the new words with the help of their peers. During the post-treatment phase, those 31 students took a post-treatment test and filled out a questionnaire on the attitudes toward English vocabulary earning. The findings of this study are summarized as follows:
1. After the treatment of reading vocabulary aloud, the experimental group made significant progress in their English learning such as listening, speaking, sentence comprehension as well as vocabulary learning in general.
2. Due to the lack of the treatment, the control group did not make any significant progress in their English learning. On the contrary, their speaking ability degenerated.
3. Most of the subjects in the experimental group reacted positively toward the peer-tutored read-loud of vocabulary and individual teacher-guided read-aloud of vocabulary, respectively. However, the peer-tutored read-aloud of vocabulary was preferred to individual teacher-guided read-aloud of vocabulary by the majority of the subjects in the experimental group.
4. Before the treatment, the majority of the subjects in the experimental group did not like reading vocabulary aloud and did not think of reading vocabulary aloud highly in improving their English learning. After the experiment, although the percentage of the subjects who liked reading vocabulary aloud did not increase, the percentage of the subjects who had a negative opinion toward reading vocabulary aloud decreased greatly.
　Finally, based on the findings of this study, some suggestions toward English teaching/learning as well as future research are proposed.

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