字彙量多寡是學習任何一種語言成效高低的關鍵。而字彙學習要搭配情境，進行有意義的連結，成效才能顯著。英文詞彙的定義可被視為一種有情境的短句，因其中包含了相關的單字連結。本研究使用單字的英文定義為教材內容，並採用廣受喜愛的猜謎策略，進行英語謎語教學，期能藉此教學累積學生字彙量。
本研究旨在探討以單字之定義為謎面之謎語教學對單字學習的成效。實驗的對象為新北市某國小5年級4個班級的學生共89人。其中2個班、共計44人為控制組，另2個班、共計45人為實驗組。實驗組中又以前測成績70分為界限，分為高分組和低分組，以探討不同組別的參與者對謎語教學的看法是否有所不同。70分以上為高分組，共計16人；70分以下為低分組，共計29人。兩組都接受傳統的字彙教學，如跟讀、抄寫字義，但實驗組增加了以單字的定義為謎面的猜謎教學活動。實驗期程為16週，每週進行30分鐘。
實驗結果顯示: 1.兩組組內的前後測結果，均達顯著差異。不論有無謎語教學，兩組學生的單字認知能力皆有進步。2. 兩組組間的後測比較並無顯著差異。3. 學生回饋問卷調查顯示，學生對此教學抱持正向、肯定的態度，大都認為它是有趣的，可以多學到單字，也學習了一些知識。
根據實驗的結果，對有意採用英語猜謎教學的教學者或有意進一步研究英語猜謎教學成效的研究者提出相關建議。

This quasi-experimental study aimed to investigate the effects of incorporating riddle guessing into teaching English vocabulary. Four classes of 89 fifth graders participated in this study. Forty-four of them were selected as the control group and 45 of them as the experimental group. Both of them received conventional vocabulary teaching and the experimental group received additional lessons incorporating riddle guessing activity, 30 minutes per week for 16 weeks. The experimental group was further divided into two subgroups : high performance learners (N=16) and low performance learners (N=29) according to their pretest scores.
The results indicated that both groups improved their vocabulary knowledge significantly , but there were no significant differences between both groups’ improvement. As to the feedback of the experimental group, on average, they thought the lessons incorporating riddles guessing were helpful in their learning English vocabulary and relevant knowledge.
Based on the findings, some suggestions were provided for those who are interested in lessons incorporating riddles guessing and that future studies related to lessons using riddle guessing activity.

TABLE OF CONTENTS
CHAPTER ONE INTRODUCTION 1
Motivation 1
Research Purposes 7
Research Questions 9
Significance of the Study 9
Definitions of Terms 10
Riddles 10
Riddle Guessing Activity 12
Vocabulary Knowledge 13
CHAPTER TWO LITERATURE REVIEW 15
Significance of Vocabulary Building 15
Vocabulary Learning and Riddles 16
Analyzing Word Parts. 17
Guessing From Context 18
The Educational Application of Riddles 18
Features of Riddles 18
Value of Using Riddles in Teaching and Learning 19
Riddle Guessing in General Teaching and Learning 22
Riddle Guessing in Language Teaching and Learning 23
The Procedure of Posing Riddles 24
Studies Related to Riddle Teaching and Learning 27
CHAPTER THREE METHODOLOGY 31
Framework of the Study 31
Independent Variables 32
Controlled Variables 32
Dependent Variables 32
Research Setting and Participants 32
Research Setting 32
Participants 33
Procedure and Timetable 38
Experimental Instruction 39
Teaching Materials 40
Teaching Activities 41
Instruments 46
Pre- and Posttests of English Vocabulary Knowledge 46
Student Feedback Questionnaire 47
Data Analysis 47
CHAPTER FOUR RESULTS AND DISCUSSIONS 49
Progress of Both Groups’ Vocabulary Knowledge 50
Within-group Comparison 50
Between-group Comparison 52
Students’ Feedback Questionnaire 53
Learning Motivation 54
Participation 58
Self-Evaluation of Learning Effects 61
Participants’ Descriptive Responses 65
Discussions 68
CHAPTER FIVE CONCLUSIONS AND SUGGESTIONS 71
Conclusions 71
Limitations of the Study 73
Suggestions 73
For Instruction 74
For Further Studies 76
REFERENCES 77
Appendix A A Consent Form of Parents 83
Appendix B Students’ English Learning Background Survey 84
Appendix D Posttest 87
Appendix E Students’ Feedback Questionnaire 89
Appendix F Riddle Worksheet1 90
Appendix G Riddle Worksheet2 91
Appendix H Riddle Worksheet3 92
Appendix I Riddle Worksheet4 93
Appendix J Riddle Worksheet5 94
Appendix K Riddle Worksheet6 95
Appendix L Riddle PPT verb+er 96
Appendix M Riddles with Three Single Words as Hints 100

REFERENCES
Alderson, J. C. (2000). Assessing reading. Cambridge: Cambridge University Press.

Anderson, R. C., & Freebody, P. (1981). Vocabulary knowledge. In J. T. Guthrie
(Ed.), Comprehension and teaching: Research reviews (pp. 77-117). Newark, DE: International Reading Association.

Anderson, D., & American, L. A. (2008). Reading is funny! Motivating kids to read
with riddles. ALA Editions.

August, D., Carlo, M., Dressler, C., & Snow, C. (2005). The critical role of
vocabulary development for English language learners. Learning Disabilities Research and Practice, 20, 50-57.

Baker, S. K., Simmons, D. C., & Kameenui, E. J. (1995). Vocabulary acquisition:
Synthesis of the research. Technical Report No. 13 for the National Center to Improve the Tools of Educators, University of Oregon.

Biemiller, A. (2007). The influence of vocabulary on reading acquisition.
Encyclopedia of Language and Literacy Development, 1-10.

Blachowicz, C. L. Z., & Fisher, P. J. L. (2000). Vocabulary instruction. In R. Barr, M.
L. Kamil, P. B. Mosenthal, & P. D. Pearson. (Eds.), Handbook of reading research, Vol.3 (pp. 503–524). Mahwah, NJ: Lawrence Erlbaum.

Bloodgood, J. W., & Pacifici, L. C. (2004). Bringing word study to intermediate classrooms. The Reading Teacher, 58(3), 250-263.

Brown, H. D. (2007). Teaching by principles: An interactive approach to language
Pedagogy (3rd ed.). White Plains, NY: Longman.

Buchoff, R. (1996). Riddles: Fun with language across the curriculum. The Reading Teacher, 49(8), 666-68.

Calderon, M., August, D., Slavin, R., Duran, D., Madden, N., Cheung, A., et al.
(2005). Bringing words to life in classrooms with English-language learners. In E. F. Hiebert & M. L. Kamil (Eds.), Teaching and Learning Vocabulary: Bringing research to practice (pp. 115–136). Mahwah, NJ: Erlbaum.

Dörnyei, Z. (2001). Teaching and researching motivation. Harlow: Pearson Education Limited.

Dörnyei, Z. (2005). The psychology of the language learner. London: Lawrence Erlbaum Associates.

Dörnyei, Z., Csizer, K., & Nemeth, N. (2006). Motivation, language attitudes, and globalization: A Hungarian perspective. Clevedon, UK: Multilingual Matters Limited.

Duncan, T. G., & McKeachie, W. J. (2005). The making of the motivated strategies for learning questionnaire. Educational Psychologist, 40(2), 117-128.

Eide, M. (2010). English vocabulary learning with special attention to Norwegian
pupils in lower secondary schools. English Department of Foreign Languages
University of Bergen. P.1

Gardner, R. C., Tremblay, P. F., & Masgoret, A. M. (1997). Towards a full model of
second language learning: An empirical investigation. The Modern Language
Journal, 81(3), 344-362.

Gardner, D. (2007). Children's immediate understanding of vocabulary: Contexts and dictionary definitions. Reading Psychology, 28(4), 331-373.

Gaux, C., & Gombert, J. E. (1999). Implicit and explicit syntactic knowledge and reading in pre-adolescents. British Journal of Developmental Psychology, 17, 169–188.

Gu, Y., & Johnson, R. K. (1996). Vocabulary learning strategies and language
learning outcome. Language Learning, 46(4), 643-679.

Hendryx, J. D. (2008). Experienced foreign and second language instructors' pedagogical content knowledge and language play. (Ph.D., University of Washington). ProQuest Dissertations and Theses, Retrieved from http://search.proquest.com/docview/304447912?accountid=8007

Huang, C. T. (2006). Teaching EFL learners with low proficiency & low motivation. Retrieved July 13, 2014 from http://huangct.pixnet.net/blog/post/36939817- teaching-efl-learners-with-low-proficiency-%26-low-motivation-

Kameenui, E. J., Dixon, D.W., & Carnine, D. (1987). Issues in the design of
vocabulary instruction. In M.C. McKeown & M.E., Curtis (Eds.), The nature of vocabulary acquisition (pp. 129-145). Hillsdale, NJ: Erlbaum.

Kazemek, F. (1999). Why was the elephant late in getting on the ark? Elephant
riddles and other jokes in the classroom. The Reading Teacher, 52(8), 896–898.

Mahony, D. L., & Mann, V. A. (1992). Using children’s humor to clarify the
relationship between linguistic awareness and early reading ability. Cognition,
45, 163–186.

McCarthy, M. (1990). Vocabulary. Oxford: Oxford University Press.

McKeown, M. G., & Beck. I. L. (2004). Direct and rich vocabulary instruction. In
James F. Baumann & Edward J. Kame’enui. (Eds.), Vocabulary instruction: Research to practice (pp.13-27). New York: Guilford Press.

Melton, J. (n.d.). Learning Tip #7: Content riddles provide fun, meaningful learning
for children. KidBibs. Retrieved July 5, 2013, from http://www.kidbibs.com/ learningtips/lt7.htm

Mezynski, K. (1983). Issues concerning the acquisition of knowledge: Effects of
vocabulary training on reading comprehension. Review of Educational Research.
53, 253-279.

Nagy, W. E. (2005). Why vocabulary instruction needs to be long-term and
comprehensive. In E. H. Hiebert & M. L.Kamil. (Eds.), Teaching and learning vocabulary: Bringing research to practice (pp. 27–44). Mahwah, NJ: Erlbaum.

Nation. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.

Neuman, S. B. (2006). Building vocabulary to build literacy. Early Childhood
Today, 21 (2), 9.

Papageorghiou, M. (2013). Riddles. Teaching Ideas. Retrieved July 6, 2013, from
http://www.teachingideas.co.uk/english/riddleswspage.htm

Paribakht, T. S. & M. Wesche (1999). Reading and incidental L2 vocabulary
acquisition: An introspective study of lexical inferencing. Studies in Second Language Acquisition, 21, pp. 195-224.

Schmitt, N. (1997). Vocabulary learning strategies. In N Schmitt & M. McCarthy
(Eds.), Vocabulary: Description, acquisition, and pedagogy (pp. 199–227). Cambridge: Cambridge University Press.

Schunk, D. H., Pintrich, P. R., & Meese, J. (2007). Motivation in education: Theory,
research, and applications (3rd ed.). Englewood Cliffs, NJ: Prentice Hall.

Shanahan, T., & Beck, I. L. (2006). Effective literacy teaching for English-language
learners. In D. August & T. Shanahan (Eds.), Developing literacy in second-language learners: Report of the national literacy panel on language-minority children and youth (pp. 415–488). Mahwah, NJ: Erlbaum.

Sobolak, M. J. (2011). Modifying robust vocabulary instruction for the benefit of
low-socioeconomic students. Reading Improvement, 48(1), 14-23. Retrieved
from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ
955050&lang=zh-tw&site=ehost-live; http://www.projectinnovation.biz/ri.html

Stahl, S. A., & Fairbanks, M. M. (1986). The effects of vocabulary instruction: A
model-based metaanalysis. Review of Educational Research, 56, 72-110.

Stahl, S. A., & Nagy, W. E. (2006). Teaching word meanings. Mahwah, NJ:
Lawrence Erlbaum.

Tunmer, W. E., & Bowey, J. A. (1984). Metalinguistic awareness and reading acquisition. In W. E. Tunmer, C. Pratt, & M. L. Herriman (Eds.), Metalinguisticawareness in children (pp. 144–168). New York: Springer.

Volet, S. & Jarvela, S. (2001). Motivation in learning contexts: Theoretical advances
and methodological implications. Amsterdam: Pergamon.

Wang, J., Hu, X., & Xi, J. (2011). Guessing games in pharmacological teaching in
China. Medical Education, 45(11), 1141-1142.

Yuill, N. (1998). Reading and riddling: The role of riddle appreciation inunderstanding and improving poor text comprehension in children. Cahiers dePsychologie Cognitive, 17(2), 313–342.

Ziegenfuss, R. (2013, May 20). Mrs. Sugra’s 1st grade class – Animal riddles.
Teaching and Learning 2014. Retrieved July 5, 2013, from http://t12014.org/2013 /05/20/mrs-sugras-1st-grade-class-animal-riddles/

Zipke, M. (2007). The role of metalinguistic awareness in the reading comprehension of sixth and seventh graders. Reading Psychology, 28(4), 375-396.

Zipke, M. (2008). Teaching metalinguistic awareness and reading comprehension with riddles. The Reading Teacher, 62(2), 128–137.

謝明璋（2008）。字謎及其運用在國小國語科教學之研究。國立花蓮教育大學/
中國語文學系/國民教育研究所/碩士論文。臺灣博碩士論文知識加值系統。