| Summary: | 碩士 === 世新大學 === 資訊傳播學研究所(含碩專班) === 103 === Given that the low writing ability of the students in recent years and the key scoring indicator, idiom application, commonly-found misused. To enhance the application capabilities of Chinese idioms, this thesis aimes to investigate the effect and motivation enhancement of using Mobile Application in Chinese idiom teaching. Based on the previous research results of Cognitive Linguistics and Neurolinguistics, this study integrates four factors that influence the teaching of idioms: familiarity, decompositionality, context and auxiliary images. Using ARCS motivation theory as curriculum framework Executing the experimental course without affecting the existing curriculum, a quasi-experimental method is adopted in two classes of the fourth graders while one is using Mobile Application as the experimental group, and the other is using traditional teaching method as the control group in Chinese idiom teaching for a period of eleven weeks, a pre-test, post-test and are taken to investigate the effects. A questionnaire is held in the end of the course. The post-test had reveals there are siginificant differences in the familiarity and context of Chinese idiom between the experimental group and the control group, while the decompositionality and auxiliary images of Chinese idiom are showing growth, but no significant differences at the same time. The above results determine the auxiliary images of Chinese idiom effectively assist students remember. There is no significant interaction between different ability grouping and different approach. Survey results show the designed learning curriculum meets the ARCS motivation theoretical framework.
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