| Summary: | 碩士 === 國立中正大學 === 外國語文學系英語教學研究所 === 107 === Studies have found a huge gap between required and actual English vocabulary among Taiwanese students. Hence, the researcher explored how implicit (I) and explicit (E) vocabulary instructions could be combined and implemented effectively in multimodal text (captioned video) to improve EFL learners’ vocabulary learning. Twenty-three ninth graders from a central Taiwan middle school participated in this eight-week study in which they all received the two teaching strategies but in the opposite orders alternately for six weeks. The statistical results of the pre-tests, immediate post-tests, and delayed post-tests indicated that Treatments Explicit-Implicit (EI) and Implicit-Explicit (IE) both had significantly positive effects on vocabulary learning and retention. Moreover, the Wilcoxon matched-pairs signed-rank test proved that Treatment IE led to significantly more immediate and greater improvements on vocabulary learning; however, in terms of the long-term effects, Treatments EI and IE had similarly positive effects on vocabulary retention. Results of the interviews and questionnaires demonstrated that the participants all enjoyed learning English through captioned videos; the majority of them also agreed that the reinforcement activity was a necessary and useful follow-up to implicit vocabulary teaching. In addition, many favored Treatment IE mainly because it made learning more entertaining, learning process more relevant, and their thinking more deeply. In conclusion, the two combinations of the two strategies were both effective for vocabulary learning and retention. Nevertheless, Treatment IE had more immediate effects on vocabulary learning and more appealing features to most of the participants.
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